SANTA MONICA COLLEGE · Orem’s Guidelines 120 Orem’s Theory and the Nursing Process 122 Criteria for Evaluation of Plans of Care 126 X. Evaluation Opportunity for Input 128 ...

1 | P a g e

2019-2020

2 | P a g e

Accrediting Agencies

California Board of Registered Nursing

1747 North Market Boulevard, Suite 150

Sacramento, CA 95834

(916) 322-3350

(800) 838-6828

www.rn.ca.gov

Accreditation Commission for Education in Nursing, Inc. (ACEN)

3343 Peachtree Road NE, Suite 850

Atlanta, GA 30326

(404) 975-5000

(404) 975-5020 FAX

www.acenursing.org

http://www.rn.ca.gov/

http://www.nlnac.org/

3 | P a g e

SANTA MONICA COLLEGE NURSING STUDENT HANDBOOK

TABLE OF CONTENTS

Santa Monica College Registered Nursing Program Update

Page Number

5

I. Philosophy and Objectives

Philosophy (Prior to Spring 2019)

Philosophy (Starting Spring 2019)

6

7

Conceptual Framework (Prior to Spring 2019) 8

Diagram: Orem’s Model 10

Program Objectives (Prior to Spring 2019)

Program Student Learning Outcomes (Starting Spring 2019)

11

12

Level Objectives (Prior to Spring 2019) 13

Self Assessments (Prior to Spring 2019) 17

American Nurses’ Association Code of Ethics for Nurses 20

II. Curriculum

Nursing Courses

Enrichment Course Offerings

22

23

Standardized Testing 24

Medication Administration Requirements 26

III. Faculty/Staff

Telephone List: Health Sciences Department 28

IV. Student Role

Student Concerns/Problems 30

Administrative Regulation Section 4000: Student Services

AR 4135 Compliance with Family Educational Rights and

Privacy (FERPA) (abbreviated)

AR 4344 Students Dismissed from a Program as a Result of

Unsafe Performance

AR 4405 Student Bill of Rights

AR 4410 Rules for Student Conduct

AR 4411 Code of Academic Conduct

AR 4412 Honor Code/Honor Council

32

33

37

38

41

50

52

Student Nurses’ Association 55

Officer - Job Descriptions 56

Procedure for Election 59

V. Grading Criteria & Procedures

Grading Criteria & Procedures 60

Statement of Concern 62

Plan of Correction 63

Rating Scale/Clinical Evaluation 65

Safe Care Directives 67

Professional Role Development 69

Dismissal, Failure, Withdrawal and Readmission Policy 73

4 | P a g e

VI. Nursing Program Policies

Criminal Background Check/Drug Testing Policy

75

Readiness-Retention Policy 77

Transfer & Challenge Policies for Previous Education in Nursing

Challenge/Advanced Placement Policy for Military Trained

Healthcare Personnel

Challenge/Advanced Placement Policy for International RNs

Challenge/Advanced Placement Policy for LVNs

Record of Challenge Completion

84

86

88

90

92

VII. Department Requirements

Essential Functions Required of Nursing Students

Academic Adjustments for Students with Disabilities

93

95

Student Dress Code 96

Student Attendance 99

Student Illness, Injury or Pregnancy 101

Additional Program Requirements 102

Clinical Requirements 103

Social and Electronic Media Policy 105

Statement on Honesty 107

Substance Abuse Policy

Policy for Students Contacting Clinical Facilities

108

110

VIII. Resources and Facilities

Campus Resources & Facilities 111

Orientation to the Health Sciences Skills Lab/ Simulation Lab 114

List of Clinical Facilities 116

Clinical Schedules 118

Scholarship Information 119

IX. Orem’s Model Guidelines (Prior to Spring 2019)

Orem’s Guidelines 120

Orem’s Theory and the Nursing Process 122

Criteria for Evaluation of Plans of Care 126

X. Evaluation

Opportunity for Input 128

XI. Appendices

Program Evaluations 130

Instructors’ Expectations of Students 141

Nursing Care Plans Sample 142

NLN Competencies 145

QSEN Pre-Licensure Knowledge, Skills, Attitudes 146

Family Education Records Privacy Act (FERPA) 154

SMC Student Nurses Association By-Laws 157

Signature Pages 163

5 | P a g e

SANTA MONICA COLLEGE

REGISTERED NURSING PROGRAM

UPDATE

Santa Monica College’s Registered Nursing Program submitted a total curriculum revision to the

California Board of Registered Nursing, the Accreditation Commission for Education in Nursing, Inc.,

and Santa Monica College’s Curriculum Committee in 2018. The total curriculum revision was done to

create a more contemporary, concept based curriculum in alignment with growing trends in the health

care industry. The total curriculum revision was implemented in Spring 2019.

In this Nursing Student Handbook you will see references to both the past and revised curriculum since

students currently enrolled in the program may be enrolled in either the past or revised nursing courses.

Students have catalog rights based on the semester first enrolled in the Nursing Program.

Transition to the revised curriculum will be completed in Fall 2020.

6| P a g e


NURSING PROGRAM

PHILOSOPHY

(Prior to Spring 2019)

The Nursing Program philosophy is in accord with the philosophy and mission statement of the college.

Teaching and learning are viewed as the institution’s primary responsibility. The standard of educational

excellence delivered within a diversified educational setting has particular significance for the nursing

program. The nursing program at Santa Monica College is designed to produce an Associate Degree

Nurse who is caring, competent and compassionate. To that end, the philosophy of the nursing program

incorporates beliefs regarding person, environment, health, nursing, the art and science of nursing and

nursing education.

Faculty believes that each individual is a bio-psycho-social-spiritual being who is more than the total of

his/her parts. As a result of these properties, the person is capable of participating in determining his/her

own destiny and is, subsequently, largely responsible for decisions and actions influencing his/her state

of being. Each person is in constant interaction with an ever-changing environment in order to meet

personal needs. This state of being or existence is recognized as life and may have varying degrees of

quality at any point in time. The attribute of quality is a perception based in the person’s unique totality

and the society in which the person functions.

Health is a dynamic state of physical, mental, social and spiritual well-being and not just the absence of

disease or infirmity. Health is influenced by an individual’s perceptions and adaptive abilities in

response to changing needs. Health problems arise when needs are not met, are only partially met, or

remain in conflict.

Nursing responds to health problems that occur when an individual requires assistance to meet identified

or perceived needs. The goal of nursing is to assist the individual to attain his/her unique optimal health

potential. As primary members of the health care team responding to health needs of individuals, nurses

facilitate and maintain an environment conducive to promoting health.

Nursing faculty of Santa Monica College believes that nursing incorporates both art and science. Caring

is believed to be a core value of nursing that directly influences the healing process. Inherent

components of the caring environment include support of both the Nurses’ Code of Ethics and the

Patient’s Bill of Rights. Nursing has the capacity to create caring environments and render

compassionate care that acknowledges the uniqueness of each individual. Compassionate care

encompasses, but is not limited to, recognition of the interdependence of all living things and sensitivity

to the worth of each person.

Nursing education incorporates principles and theories from other disciplines such as physical,

behavioral, social and natural sciences. The science of nursing is based on scientific and technical data,

which provides the basis for competent care. The focus of nursing is on the diagnosis and treatment of

human responses to actual and/or potential health problems. Competent care includes the provision of

direct care, guidance, support and education to individuals and groups. Competent care is rendered and

managed through utilization of the systematic problem solving method called the nursing process.

Through this process the nurse assesses, plans, implements and evaluates actions that assist individuals to

sustain life, enhance health, recover from illness and/or complete the life cycle with dignity. Outcome

criteria, which reflect competency, are considered valid evaluators of educational integration and

progression.

6 | P a g e

Faculty believes that the teaching-learning experience is a shared process with reciprocal responsibilities.

Students enter the Santa Monica College Program from diverse backgrounds. They are recognized as

unique in their culture, experiences, values, sexual orientation, economic status, attitudes, motivation,

learning styles and learning potential. Faculty accepts the responsibility for establishing and maintaining

a learning environment that will broaden the students’ awareness and appreciation of the uniqueness of

others. Faculty believes that varied methodologies provide opportunities for cognitive growth, self-

discovery, social interactions and sharing of ideas. The faculty believes that support services should be

available and accessible to students. Support services include but are not limited to educational

advisement, tutoring, assessment of skills and learning disabilities, remediation of basic skills, financial

aid, health services, and psychological services. Faculty will refer students to appropriate resources to

facilitate student success. It is the student’s responsibility to follow through or make an informed

decision regarding the utilization of appropriate resources. Students should also assess and evaluate their

support system(s), and develop strategies to achieve successful completion of the program.

Faculty upholds and promotes the belief that learning is a process that continues throughout the lifespan.

The student learner is given the responsibility for actively participating in the educational experiences

provided. Students are considered to be mature individuals capable of becoming increasingly self-

directed, responsible and accountable for their own actions and decisions.

Rev 5/05

7 | P a g e


NURSING PROGRAM

PHILOSOPHY

(Starting Spring 2019)

The SMC Nursing program provides high quality education to meet health care needs of diverse persons

with knowledge, skills, and attitudes to engage in quality care. The SMC Nursing Program is committed

to advancing the science and art of nursing by empowering graduates to value safety, teamwork and

collaboration, patient centered care, quality improvement, informatics, evidence based and commitment

to lifelong learning The values of the Santa Monica College Nursing Program are caring, inclusivity,

integrity, and civility.

The faculty believe that the person is holistic, social, and culturally diverse with integrated body, mind,

and spirit existing within the context of families, groups, and communities. Each person is unique, has

dignity and self-worth, the potential for change, and the right to self-determination. Each person has

different capacities and vulnerabilities, and the potential to affect his/her human responses and health

outcomes throughout the life cycle.

Health is viewed by the faculty as a state of physical, mental, social and spiritual well being. It is

influenced by one’s perceptions, experiences, and culture. The Health – Illness Continuum is a dynamic

process that reflects the view of the World Health Organization (WHO). Health is “a state of well-being

and not merely the absence of disease or infirmity”. When a person reaches the end of life, the goal is for

the person to experience peace and end life with dignity.

Nursing is a professional discipline with a defined body of knowledge which focuses on actual or

potential health problems. Nurses promote the image of nursing by modeling the values, ethics,

standards, and attitudes of the nursing profession. The nursing faculty recognizes that professional

nursing accountability underpins safe and effective nursing practice. Professional nursing accountability

is defined as: “Taking responsibility for one’s nursing judgments, actions, and omissions as they relate

to life-long learning, maintaining competency, and upholding both quality patient care outcomes and

standards of the profession while being answerable to those who are influenced by one’s nursing

practice” (Krautscheid, 2014) . The faculty believes caring empowers the nurse to recognize the inherent

worth of each individual and group and to promote health, healing, and hope.

The faculty view nursing education as a dynamic process that upholds the principles of life-long

learning and respects previous knowledge that the student brings to the educational environment.

Nursing education provides theoretical knowledge that prepares the student to practice in ways that

facilitate and promote health of persons, families, and diverse communities. Competent care is provided

and managed through utilization of the systematic clinical reasoning method called the nursing process.

The teaching – learning process is contextual and the faculty promotes learning through an interactive

student centered environment. The nursing faculty believes the teaching - learning process include a

variety of teaching methodologies. The nursing faculty are facilitators, and role models. Learning is

ongoing and fosters discovery. The teaching – learning environment is influenced by student dimensions

including: culture, ethnicity, gender, learning styles, goals, and support systems.

8 | P a g e

CONCEPTUAL FRAMEWORK


The nursing faculty’s view of nursing is consistent with Dorothea Orem’s Self-Care Concept of Nursing,

which provides the unifying framework for the SMC nursing curriculum. Nursing, according to Orem, is

a human service based on the values of self-help to assist individuals unable to care for themselves. It

achieves its purpose through effective procedures, and communication that takes into account the ethnic,

racial, cultural, sexual and spiritual differences that influence self-care in the promotion of health.

According to Orem, each human being is a complex integration of physical, psychological, interpersonal,

and social functions; each is self-reliant and responsible both for self-care and the well being of their

dependents.

The nursing faculty agrees with Orem that human beings have the capacity to: learn and develop; to

reflect upon their experiences and their environment; to symbolize what they experience; and to use

symbols (words and ideas) in thinking, communicating and guiding efforts to benefit themselves and

others. Self-care is behavior that individuals can learn commensurate with their age, mental capacity,

culture, society, and emotional state. Care may be rendered by others when an individual is unable to

learn or provide self-care for whatever reason.

The ability of the individual to meet basic needs and maintain present states of health or well-being or

move toward estimated desirable states, determines self-care demands -- a complex set of requirements

for actions that assist a person to maintain or move toward a desired health state.

The goal of health care services is the health and well-being of individuals, families and communities.

Nursing is a specific health care service that focuses on enhancing the self-care capacity of an individual,

family, or community; on providing criteria for describing, measuring, and predicting their functional

activities; and on giving direct assistance to people unable to meet the requirements for self-care.

For self-care to be therapeutic, it must help to sustain life, promote normal growth and development, and

prevent or control the effects of disease and disability. Any interference with the individual’s ability to

perform self-care activities related to their health state indicates a need for nursing. Thus the goals of

nursing are to:

1. accomplish the patient’s self-care demand;

2. move the patient toward responsible self-care -- either independence or

adaptation to self-care interruptions or decline;

3. assist with the transfer of responsibility to family member or significant other;

4. enhance the general feeling of well-being.

The faculty utilizes Orem’s Model, the Nursing Process, the program’s philosophy and specific course

objectives to prepare each student to become an Associate Degree Nurse. The preparatory courses in

communication and in social, behavioral and natural sciences provide a solid foundation upon which

students can build their understanding of nursing concepts and their individual approach to nursing care.

Upon completion of the program, the SMC ADN graduate is eligible to take the NCLEX-RN and

function as a safe and accountable entry level staff nurse: as a care provider, manager of patient/client

care and a member of the nursing profession.

9 | P a g e

Education

Learning occurs in the cognitive, affective, and psychomotor domains. It is facilitated by professional

role-modeling in an environment conducive to critical thinking and the exchange of ideas and promoted

by the reciprocal involvement of students and faculty. Recognizing each student’s individuality, the

faculty strives to individualize the teaching/learning process based upon the student’s desires, needs,

responsibilities, and experiences and to assist the student in progressing from the known to the unknown,

the overt to the covert, the simple to the complex.

Nursing education is eclectic and hierarchical in nature. The curriculum builds upon previous and

concurrent learning, draws from several academic disciplines, and integrates the concepts of the Orem

Model, the nursing process, developmental changes throughout life, and the bio-psycho-socio-spiritual

and cultural needs of the individual. Because the faculty agrees that competency-based learning is

essential to nursing education, outcome criteria that reflect competency are considered valid evaluators of

a student’s educational integration and progress.

Health

Orem states that health is a state of wholeness in which the individual has the capacity to live in harmony

with his or her physical, biological, and social environments and to achieve well being. Because health is

considered not merely the absence of disease or infirmity but rather a state of physical, mental and social

well being, an individual may become a patient in need of assistance as a result of any or all of the

following:

1. lack of knowledge

2. lack of skills

3. lack of motivation

4. lack of orientation

5. capacity

Assistance may be required to meet either:

1. basic self-care requisites or

2. specific self-care needs as related to effects of injury or illness.

10 | P a g e

Orem’s Model

Major Components of the Model:

An individual is a bio-psycho-socio-spiritual-cultural and rational human being.

An individual has three categories of self-care needs: Universal, Health Deviation, and

Developmental.

An individual possesses capabilities and deficits in providing for their own self-care needs and well-

being. These capabilities or deficits are of five types: knowledge, skills, motivation, orientation,

and capacity.

The nurse’s role is one of enabling the patient to provide for his or her own self-care needs. The

nurse, with the patient, identifies the nursing assistance focus (goal) and provides the intervention

mode (care) through acting, teaching, guiding, supporting and/or providing a developmental

environment. These intervention modes are wholly compensatory, partly compensatory, or

supportive-educative, depending on the self-care demand.

Self-Care Agency

Deficits

Deficits

Capabilities

Capabilities

Universal Self-Care Requisites

11 | P a g e

PROGRAM OBJECTIVES


Competencies of the Associate Degree Nurse on Entry into Practice

The purpose of the Santa Monica College Nursing Program is to prepare Associate Degree nurses to

function as caring, competent, and compassionate practitioners at an entry level of professional nursing

and across a variety of care settings. The graduate of this program will be able to work with and

provide care for patients of diverse groups in a multicultural community.

The Santa Monica College Nursing Program has established the following competency based

objectives as outcome criteria for the graduate based on the NLN Core Components and Competencies

for graduates of Associate Degree programs.

I. ROLE AS A PROVIDER OF CARE

1. Utilize critical thinking and the nursing process to formulate and maintain

individualized, compassionate care for a group of patients.

2. Collaborate with members of the health team to provide a caring and compassionate

environment conducive to assisting in the fulfillment of health care needs.

3. Develop and implement an individualized teaching plan that will promote and/or maintain

optimal health.

4. Utilize therapeutic communication to assist patients, families, and/or significant others in

adapting or coping with life experiences.

5. Communicate changes in health status that interfere with the patient’s ability to maintain or

achieve optimal health.

II. ROLE AS A MANAGER OF CARE

1. Coordinate and establish nursing care priorities

2. Assist nursing personnel to develop and enhance nursing care skills.

3. Utilize appropriate channels of communication to accomplish goals related to delivery

of patient care.

4. Advocate for individual patient needs and for system changes to improve health care

delivery.

III. ROLE AS A MEMBER WITHIN THE DISCIPLINE OF NURSING

1. Maintain accountability for own nursing practice within the profession’s ethical and

legal framework.

2. Serve as a role model to members of the nursing team by fostering high standards of

nursing practice.

3. Assume responsibility for self-development and continual learning.

4. Acknowledge the influence of nursing research on nursing practice.

12 | P a g e

PROGRAM STUDENT LEARNING OUTCOMES


The graduate of Santa Monica College nursing program will be able to work within a variety of settings

and provide care for patients of diverse groups in a multicultural community. The program student

learning outcomes are:

1. Delegate tasks based on the legal scopes of practice.

2. Collaborate with members of the health team to provide a caring and compassionate

environment conducive to assisting in the fulfillment of heath care needs.

3. Advocate for patients and families in ways that promote self-determination.

4. Exhibit clinical reasoning and judgment in practice substantiated with evidence that integrates

nursing science and technology in the provision of safe quality care that promotes the health of

patients across a variety of settings.

13 | P a g e

LEVEL OBJECTIVES


LEVEL I

Upon entry to Level I, the student will have completed English 1, Anatomy 1, Physiology 3 and

Microbiology 1. The student will demonstrate an understanding of the material in these courses and

will have the ability to apply this content in subsequent courses throughout the curriculum. The

student will be expected to demonstrate proficiency in basic nursing skills and assess patients using

Orem’s Self-Care Model in application of the nursing process. At the conclusion of Level I the student

will have successfully completed Nursing 10, 10L, 15, 15L, and 36.

Upon completion of Level I the student will be able to:

Role of Provider of Care

1. Develop competency in basic nursing skills reflecting awareness of critical elements and the

integration of universal factors that are appropriately applicable.

2. Utilize therapeutic communication when interacting with patients and colleagues.

3. Utilize teaching principles to promote and maintain optimal health by implementing existing

teaching plans.

4. Incorporate behaviors of caring and respect during the provision of basic nursing care for

patients with self-care requisites.

5. Apply the nursing process and components of critical thinking abilities when implementing

therapeutic nursing interventions for patients with self-care requisites.

Role as Manager of Care

1. Complete assignments within the allotted time frame.

2. Comply with established nursing standards and protocols.

3. Identify and discuss circumstances that require patient advocacy.

4. Participate in the self-evaluation process and identify strategies that will assist in development.

14 | P a g e

LEVEL OBJECTIVES


LEVEL II

Upon entry to Level II, the student will have successfully completed all Level I requirements and is

expected to apply the knowledge of principles, concepts and theories learned to all Level II course

work. During Level II the student will demonstrate the acquisition of additional skills and the

assessment of patients with selected health deviations. The student will formulate individualized care

plans, which reflect the interdependence of the nursing process, knowledge of selected health

deviations, and critical thinking abilities. At the conclusion of Level II the student will have completed

Nursing 20, 20L and Nursing 25, 25L, Nursing 17, Nursing 28, and Nursing 16.

Upon completion of Level II the student will:

Role as Provider of Care

1. Demonstrate critical thinking skills when implementing therapeutic nursing interventions while

providing care for patients with selected health deviations.

2. Correctly employ each component of the nursing process in theory, clinical, and written

assignments.

3. Promote self-care by integration of effective communication strategies in nursing practice.

4. Perform therapeutic nursing interventions in a respectful, empathetic, and caring manner,

which reflect consideration of multi-cultural variables.

5. Integrate patient education consistently to provide assistance for the patient and immediate

support system.

6. Predict nursing assistance required for the patient with selected health deviations using an

analytical approach.

Role as a Manager of Care

1. Prioritize and manage nursing assistance for patients with selected health deviations.

2. Interact with members of the multi-disciplinary health care team.

3. Communicate effectively through appropriate channels to achieve stated goals in the health

care setting.

Role as a Member Within the Discipline of Nursing

1. Act as a patient advocate by recognizing and reporting concerns regarding quality of care, and

ethical or legal dilemmas encountered in practice.

2. Critique performance and incorporate suggestions for improving nursing practice.

3. Display behaviors, which reflect an awareness of issues of contemporary health care and the

managed care environment.

4. Utilize technology appropriately to assess own learning needs and expand theoretical

foundation.

15 | P a g e

LEVEL OBJECTIVES


LEVEL III

Upon entry to Level III the student will have completed Level II, or be accepted for advanced

placement into Level III. The student will incorporate and transfer theoretical concepts and principles

from Level I and Level II. During Level III the student is expected to incorporate increasingly complex

assessment of patient needs in medical-surgical settings. The student will plan and implement nursing

care, which reflects thorough understanding of the nursing process and the constant interrelatedness of

psychosocial and physiological patient needs. At the conclusion of Level III the student will have

completed Nursing 30, 30L, 35, 35L Speech 5, Psychology 19, and Sociology 1.

Role as a Provider of Care

1. Develop and implement individualized plans of care for patients with multi-system health

deviations.

2. Assess the appropriateness of therapeutic nursing interventions based on individual patients

health deviations.

3. Utilize therapeutic communication to interact with patients, families, significant others, and

members of the health care team.

4. Evaluate the effectiveness of therapeutic use of self with patients, facilities, significant others,

and health team members.

5. Develop and implement individualized teaching plans for patient and/or family that will

promote or maintain optimal health.

Role as a Manager of Patient Care

1. Assess the effectiveness of delegation by health team members in a variety of care settings.

2. Collaborate with members of a multi-disciplinary team and/or ancillary personnel to facilitate

delivery of health care.

3. Delegate aspects of care to appropriate members of the team.


1. Engage in activities that promote self-development.

2. Discuss ethical and legal issues related to patients with multi-system failure.

3. Discuss allocation of resources in the current health care environment and predict the impact

on health care delivery.

16 | P a g e

LEVEL OBJECTIVES


LEVEL IV

Upon entry to Level IV the student will have completed all other course work required in the nursing

curriculum. The student incorporates and transfers theory and principles from Levels I, II and III.

During Level IV the student will assess patients with self-care requisites, health deviations and

developmental needs. The student will plan and implement care for patients in obstetric, pediatric, and

medical-surgical settings. The student will also apply leadership and management principles and

discuss some of the issues confronting the profession of nursing. The student demonstrates skill

proficiency in providing care to patients with complex self-care demands. At the conclusion of Level

IV the student will have completed Nursing 40, 40L, 45, 45L, 50, 50L, and all requirements of the

program.

Upon completion of Level IV the student will be able to:


1. Utilize critical thinking skills and the nursing process to implement therapeutic interventions

that will assist in meeting the therapeutic self-care demand, self-care requisites, health

deviation, and developmental needs, for a group of patients with multi-system deficits.

2. Collaborate with members of the health care team to ensure a caring environment conducive to

promoting optimal health

3. Utilize therapeutic communication to facilitate adaptation of patients, families, or significant

others to maturational and situational stressors.

4. Develop and implement teaching plans that assist in promoting and maintaining health across

the life span.


1. Demonstrate ability to delegate aspects of care to licensed and/or unlicensed personnel.

2. Supervise and evaluate the nursing care provided by members of the health care team.

3. Assess the need for and participate in staff development that will enhance the quality of health

care delivered in a variety of settings.

4. Advocate for individual patient needs and for system changes to improve health care delivery.

5. Function within the organizational framework to initiate change(s) that will improve health

care delivery.


1. Demonstrate accountability for own nursing practice within the ethical and legal framework of

the profession.

2. Assume responsibility for self-development and continual learning.

3. Acknowledge the influence of nursing research on nursing practice.

17 | P a g e

LEVEL I SELF ASSESSMENT


Describe Behaviors That Satisfy Meeting the Following Roles:



Areas That Need Improvement

18 | P a g e

LEVEL II SELF ASSESSMENT







19 | P a g e

LEVEL III SELF ASSESSMENT







20 | P a g e

AMERICAN NURSES’ ASSOCIATION

CODE OF ETHICS FOR NURSES WITH INTERPRETATIVE STATEMENTS (2015)

The Code of Ethics for Nurses with Interpretative Statements (the code) establishes the ethical standard

for the profession and provides a guide for the nurse to use in ethical analysis and decision making.

The code is nonnegotiable in any setting. It is foundational to nursing theory, practice and praxis in its

expression of the values, virtues, and obligations that shape, guide and inform nursing as a profession.

A code of ethics stands as a central and necessary mark of a profession. It functions as a general guide

for the profession’s members and as a social contract with the public that it serves. A code of nursing

ethics cannot be static, neither can it be unstable. It must be enduring and rooted in the core of nursing

identity, but must me also responsive to the growth, development and context of practice.

Nursing encompasses the protection, promotion, and restoration of health and well-being, the

prevention of illness and injury; and the alleviation of suffering in the care of individuals, families,

groups, communities and populations. All of this is reflected in part, in nursing’s persisting

commitment both to the welfare if the sick, injured and vulnerable population in society and to social

justice. Nurses act to change those aspects of social structures that detract from health and well-being.

Individual who become nurses, as well as the professional organizations that represent them are

expected not only to adhere to the values, moral norms, and ideas of the profession but also to embrace

them as a part of what it means to be a nurse. The ethical tradition of nursing is self-reflective,

enduring and distinctive. A Code of Ethics for the nursing profession makes explicit the primary

obligation, values, and ideas of the profession. In fact, it informs every aspect of the nurse’s life.

The Code of Ethics for Nurses with Interpretative statements serves the following purposes:

1. It is a succinct of the ethical values, obligations, duties, and professional ideas of nurses

individually and collectively.

2. It is the profession’s non-negotiable ethical standard.

3. It is an expression of nursing’s own understanding of its commitment to society.

The Code of Ethics can be achieved through the following Provisions:

1. Affirming Health through Relationships of Dignity and Respect.

1.1 Respect for Human Dignity

1.2 Relationships with Patients

1.3 The Nature of Health

1.4 The Right to Self Determination

1.5 Relationships with Colleagues and Others

2. The Patient as Nursing’s Foundational Commitment.

2.1 Primacy of the Patient’s Interest

2.2 Conflict of Interest for Nurses

2.3 Collaboration

2.4 Professional Boundaries

3. Advocacy’s Geography

3.1 Protection of the Rights of Privacy and Confidentiality

3.2 Protection of Human Participants in Research

3.3 Performance Standards and Review Mechanisms

3.4 Professional Responsibility in Promoting a Culture of Safety

3.5 Protection of Patients Health and Safety by Action on Questionable Practice

21 | P a g e

3.6 Patient Protection and Impaired Practice

4. The Expectation of Expertise

4.1 Authority, Accountability, and Responsibility

4.2 Accountability for Nursing Judgments, Decisions, and Actions

4.3 Responsibility for Nursing Judgments, Decisions, and Actions

4.4 Assignment and Delegation of Nursing Activities or Task

5. The Nurse as Person of Dignity and Worth

5.1 Duties to Self and Others

5.2 Promotion of Personal Health, Safety and Well-Being

5.3 Preservation of Wholeness of Character

5.4 Preservation of integrity

5.5 Maintenance of Competence and Continuation of Professional Growth

5.6 Continuation of Personal Growth

6. The Moral Milieu of Nursing Practice

6.1 The Environment and Moral Virtue

6.2 The Environment and Ethical Obligation

6.3 Responsibility for the Healthcare Environment

7. Diverse Contributions to the Profession

7.1 Contributions through Research and Scholarly Inquiry

7.2 Contributions through Developing, Maintaining, and Implementing Professional Practice

Standards

7.3 Contribution through Nursing and Health Policy Development

8. Collaboration to Reach for Greater Ends

8.1 Health is a Universal Right

8.2 Collaboration for Health, Human Rights, and Health Diplomacy

8.3 Obligation to Advance Health and Human Rights and Reduce Disparities

8.4 Collaboration for Human Rights in Complex, Extreme or Extraordinary Practice Settings

9. Social Justice: Reaching Out to a World in Need of Nursing

9.1 Articulation and Assertion of Values

9.2 Integrity of the Profession

9.3 Integrating Social Justice

9.4 Social Justice in Nursing and Health Policy

Adapted from: Guide to the Code of Ethics for Nurses with Interpretive Statements

22 | P a g e

Santa Monica College ADN Program

NURSING COURSES

A link to the current listing of catalog course descriptions is available on the SMC homepage at

www.smc.edu

Nursing course numbers with a companion laboratory course (L) must be taken concurrently.

Nursing Course

Course Title


Units

Nursing 30 Intermediate Medical-Surgical Nursing 2.5

Nursing 30L Intermediate Medical-Surgical Nursing

Laboratory

2.5

Nursing 35 Advanced Medical-Surgical Nursing 2.5

Nursing 35L Advanced Medical-Surgical Nursing Laboratory 2.5

Nursing 40 Nursing of Children 1.5

Nursing 40L Nursing of Children Laboratory 1.5

Nursing 45 Women’s Health Care 1.5

Nursing 45L Women’s Health Care Laboratory 1.5

Nursing 50 Professional Role Transition 1

Nursing 50L Professional Role Transition Laboratory 2

Nursing Course

Course Title


units

Nursing 1 Fundamentals of Nursing Concepts 1 2

Nursing 1L Fundamentals of Nursing Concepts 1 Lab 2.5

Nursing 36 Calculation in Drugs and Solutions 1

Nursing 2 Fundamentals of Nursing Concepts 2 2.5

Nursing 2L Fundamentals of Nursing Concepts 2 Lab 2.5

Nursing 17 Pharmacologic Aspects of Nursing 3

Nursing 3 Adult Health Nursing Concepts 1 2.5

Nursing 3L Adult Health Nursing Concepts 1 Lab 2.5

Nursing 19• Orientation to Advanced Placement –

ADN Program

2

Nursing 4 Mental Health Nursing Concepts 1.5

Nursing 4L Mental Health Nursing Concepts Lab 1.5



Nursing 6 Maternal Newborn Nursing Concepts 1.5

Nursing 6L Maternal Newborn Nursing Concepts Lab 1

Nursing 7 Pediatric Nursing Concepts 1.5

Nursing 7L Pediatric Nursing Concepts Lab 1



Nursing 9 Nursing Leadership Concepts 1.5

Nursing 9L Nursing Leadership Concepts Lab 2 •Applies to transfer/LVN students

http://www.smc.edu/

23 | P a g e

ENRICHMENT COURSE OFFERINGS

Enrichment courses are courses offered to on-going nursing students to enhance and/or reinforce

content of required nursing courses. These courses are optional for students. These courses cannot be

used to remediate a failing grade or substitute for competency in a prior course. Some are offered on a

credit/no credit basis. Most are offered in summer and winter sessions. Class size is often limited.

Students on the wait list for readmission to a course must be approved by faculty prior to participating

in courses offered within a clinical setting.

A link to the current listing of catalog course descriptions is available on the SMC homepage at

www.smc.edu

Enrichment Course Course Title Units

Nursing 900 Supervised Tutoring 0

Nursing 60† Multicultural Health and Healing Practices 3

Nursing 90A * Nursing Internship 1

Nursing 90B * Nursing Internship 2

Health 61 Medical Terminology 3 †This course satisfies the Santa Monica College global citizenship requirement.

*This course is based upon availability within clinical partnerships facilities

http://www.smc.edu/

24 | P a g e

STANDARDIZED TESTING

ASSOCIATED WITH NURSING PROGRAM

Policy

Students in the Santa Monica College Nursing Program will be required to participate in a series of

national testing. Students will be required to pay a test fee and will receive national percentile ranked

scores in return. The Instructor of the related course will inform students of test administration times.

Actual testing will occur outside of lecture time and after administration of the final examination for

the related course. Testing time is incorporated into the required course units. The fee for testing for

the entire program is payable at the end of the first semester to facilitate timely ordering of tests.

Failure to participate in this process will result in the awarding of a grade of “Incomplete” for the

associated course.

Purpose

The inclusion of external testing within the program serves the following benefits:

Students receive feedback immediately following concentration on a specific area of content or at a

point in time in which certain cognitive abilities should have been integrated. The feedback ranks

students among diploma, associate degree and baccalaureate degree nursing students nationwide. The

results facilitate students’ awareness of their abilities and reflect acquisition of a common core of

knowledge based on a particular topic.

The process of taking standardized tests and receiving nationally ranked results removes variables

and/or biases which could be present at local levels such as learning or teaching styles,

student/instructor relationship, and clinical or personal experiences.

The composite results received by the program provide feedback to the faculty regarding inclusion of

core material. This information could promote practice appropriate program and/or specific course

changes. The information also allows for tracking and trend analysis over time with consideration of

variables that may have influenced results.

The process of taking multiple standardized national tests within the program provides practice for the

student prior to taking the National Council Licensure Examination. In addition to practice, results

provide the student with information on their preparedness for taking the National Council Licensure

Examination. This information provides the student with data upon which to make decisions for

studying, reviewing materials, taking additional coursework and/or paying sums of money for these

purposes.

The table on the following page identifies the test, cost, and point of administration.

25 | P a g e

STANDARDARDIZED TESTING

ASSOCIATED WITH NURSING PROGRAM

TEST NAME

COST

POINT OF

ADMINISTRATION

1. Hesi Mid-Curricular Test $62.50 At the end of N4/4L class.

2. Hesi Exit Test $62.50 At the end of N50/50L

TOTAL

$125.00

Fees are subject to change.

08/2019

26 | P a g e

MEDICATION ADMINISTRATION REQUIREMENTS


DEPARTMENT OF NURSING

MEDICATION ADMINISTRATION REQUIREMENTS

All medications are expected to be administered safely, through use of the SIX RIGHTS. They

are to be administered in a timely manner and are to be documented accurately.

REQUIREMENTS*:

1. At the beginning of each shift, the student will check the medication record to determine which

medications are to be administered that shift and the time to be administered.

2. Medications will be prepared for administration within 30 minutes of the actual written time of

administration, except for extenuating circumstances (patient off floor, patient NPO, missing

meds, etc.).

3. Oral medication will be placed in a medicine or soufflé cup in their unit dose package (do not

open packages to half a tablet until checked by the instructor but be sure to state that tablet is to

be halved). The medication/soufflé cup should then be placed in the patient cassette or kept

with the student until checked by the instructor. Equipment for medications delivered by other

routes (syringes, IV tubing, etc.) should be available at the medicine pyxis/cassette. The

medication by parenteral route (or other) should be in the patient’s medication cassette, on the

medicine cart or in they pyxis. Non-unit dose medications and narcotics should be prepared in

the presence of the instructor.

4. All oral medication placed in the medicine/soufflé cup and any other medications to be given

by another route (topical, IVPB, subcutaneous, IM sublingual, etc.) should available for the

instructor to check. Medications checked by the instructor at this time will be considered to be

those that the student will deliver to the patient. Any incorrect medication(s), set up by the

students at the time they are checked by the instructor prior to administration, will be

considered and classified as a medication error and managed accordingly.

5. Asepsis (medical and/or surgical) must be maintained during the entire medication procedure.

6. PATIENT NAMEBANDS WITH TWO IDENTIFIERS (NAME & HOSPITAL NUMBER)

MUST BE CHECKED PRIOR to MEDICATION ADMINISTRATION AGAINST the MAR.

7. Prior to check by the instructor, the student must be knowledgeable regarding the essential

aspects of the medications and essential aspects pertaining to the route of administration as

well as the nursing implications. See Safe Care Directives in the Nursing Student Handbook.

8. The student will be knowledgeable of normal ranges and/or therapeutic ranges and of

inappropriate vital signs and/or level (based on the normal and/or therapeutic ranges) that will

cause a medication to be held and will state these to the instructor at the time of medication

check. Failure to have vital signs/lab or drug values will be considered as failure to meet the

provision of this policy and will be evaluated as “unsatisfactory medication administration.”

9. The students will demonstrate skill proficiency in all medication administration.

10. All students must have with them in clinical: a working watch with a second hand, a

stethoscope, and current drug book or they will be sent home.

11. All medication must be documented immediately

*Modifications to this policy might need to occur based on clinical site and policies.

27 | P a g e

REMEDIATION:

NUR 2L and NUR 3 L (first and second semester courses) remediation will follow the first and second

errors in medication administration. Remediation will be determined by the lead instructor and the

clinical instructor. Remediation will include but not limited to viewing appropriate videos, CD-ROMs,

CAI, etc.

After Nursing 3/3L the student will have to remediate and will be placed on a Plan of Correction. This

could potentially result in failure in the course and/or dismissal from the program.

If the error(s) occurs prior to midterm evaluation, an “UNSATISFACTORY” will be placed on the

student’s midterm clinical evaluation record.

The student will receive an “unsatisfactory” in the objective pertaining to “administer medications

safely and correctly” if consistent violation of the provisions of this policy in medication

administration occurs during the course. This unsafe behavior can result in being dismissed from the

program.

ERROR FREE MEDICATION ADMINISTRATION IS EXPECTED FOLLOWING REMEDIATION.

As noted, any unsatisfactory in a critical requirement objective/element will result in an unsatisfactory

final grade for the clinical course.

I have read and understand the Nursing Department policy on Safe Medication Administration

Requirements.

NAME (PRINT) ___________________________________________

SIGNATURE _____________________________________________

DATE: ___________________________________________________

8/2004, 9/2016, 8/2019

28 | P a g e

TELEPHONE LIST: Lead Faculty & Staff

Office Phone: (310) 434-3453 Office Fax: (310) 434-3469

ADMINISTRATOR

Eve Adler Associate Dean, Health Sciences (310) 434-3464

Director, Nursing Program

FACULTY

Vini Angel Medical-Surgical Nursing (310) 434-3454

Deborah Curtis Medical – Surgical Nursing

Pediatric Nursing (310) 434 - 3452

Amina Khoja Medical – Surgical Nursing (310) 434-4879

Kita Lastrape Medical – Surgical Nursing

Mental Health Nursing (310) 434 – 3459

Anntippia Short Medical – Surgical Nursing (310) 434-8859

Fabiola Valcin Women’s Health (310) 434-8921

Medical –Surgical Nursing

Eric J. Williams Medical-Surgical Nursing (310) 434-3455

Assistant Director, Nursing Program

STAFF

Ana Montes de Vegas Nursing Counselor (310) 434-3699

Sarina Mireles Nursing Counselor (310) 434-3456

Valencia Rayford Nursing Counselor (310) 434-3456

Stephanie Yee Nursing Counselor (310) 434-3456

Bronwyn Webber-Gregg Administrative Assistant (310) 434-3453

Michelle Aragon Administrative Assistant (310) 434-3446

Please leave a message at any time at the above office phone numbers. Home phone numbers

can only be given out by the individual whose phone number is being requested, this includes

students, faculty and staff.

All requests requiring the Associate Dean’s signature must be made in writing. Students must

authorize release of any information in writing. This is a State law concerning student

confidentiality. Requests such as these may require several weeks to process. Mail for the

Associate Dean, faculty, or staff may be given to the Administrative Assistant.

29 | P a g e

Health Sciences Counselors

The Health Sciences Counselors are here to assist you with your academic and psychological well-

being. Their hours are posted in the nursing office. The counselors are well versed in the nursing

program curriculum and general academic advising. You may leave a voice mail for them at 310-434-

3456. One of them will return your call at their earliest opportunity.

Faculty Meetings

One student from each semester will be elected by their respective classes to represent collective

student viewpoints at the ADN faculty meetings. However, all students are welcome and may speak to

any agenda item. Meeting dates, time, and location are posted in the facility on the bulletin board.

Students will be excused from the meetings when confidential student or personnel matters are

discussed.

30 | P a g e

STUDENT CONCERNS/PROBLEMS

Health Sciences Suggestion Box Link:

https://www.surveymonkey.com/r/HSSuggestions

Students and faculty have worked together to assure students have the opportunity to express their

ideas, suggestions and concerns. Improvements in the Nursing Program and student success occur as a

result of continual program assessment. The following processes have been implemented to assist with

overall program improvement and student success.

Instructor

If you have a recommendation, concern or complaint regarding a particular course - either the

classroom or clinical setting - it would be most appropriate to discuss the thought with the instructor of

the course or clinical section. The telephone numbers of the nursing faculty are listed in this

handbook. Each full time instructor has voice mail. Faculty office hours may be requested through the

Administrative Assistant of Health Sciences. The Administrative Assistant is also willing to leave a

message on your behalf at the home phone number of any part time faculty member who can then

return your call.

If, for some reason, you are unable to meet with your instructor, or if you are not satisfied with the

outcome of your meeting with the instructor, please complete the electronic form in the Health

Sciences Suggestion Box. Your concerns and recommendations will be reviewed by the Associate

Dean of the Health Sciences Department/Director of the Nursing Program. You may also want to make

an appointment with the Faculty Chair of the Health Sciences Department/Assistant Director of the

Nursing Program.

Associate Dean, Health Sciences Department/Director of the Nursing Program

If you are unable to discuss your thoughts or concerns with your immediate instructor or the Faculty

Chair of the Health Sciences Department or are dissatisfied with the outcome, you are welcome to

make an appointment with the Associate Dean of the Health Sciences Department. Any student in the

program has priority in securing an appointment through the department Administrative Assistant. The

content of the meeting may be held in confidence if you so desire. The goal of the meeting would be to

facilitate problem resolution. If you are not satisfied with the outcome of the meeting, you may make

an appointment with the campus Ombudsperson.

Ombudsperson

If, after meeting with your immediate Instructor, the Faculty Chair, and the Associate Dean of the

Health Sciences Department, you remain dissatisfied with a particular event, you should make an

appointment with the campus Ombudsperson to discuss the matter further. The Ombudspersons are,

Dr. Eric Oifer, and Yvonne Ortega at (310-434-3986).

Process

If a student has concerns regarding a grade received in a course, student-instructor relationships or any

other matter that affects the student’s learning in the nursing program, it is recommended that the

student follow the process listed below:

https://www.surveymonkey.com/r/HSSuggestions

31 | P a g e

1. Make every attempt to first approach the instructor(s) involved to discuss concerns. If

you are not able to discuss concerns with the instructor, or are not satisfied with

instructor discussions, then go to Step 2.

2. Complete the electronic form in the Health Sciences Suggestion Box. Your concerns

and recommendations will be reviewed by the Associate Dean of the Health Sciences

Department/Director of the Nursing Program and directed to the appropriate party.

3. Discuss your concerns with the Faculty Chair of the Health Sciences who may involve

the concerned parties (with student permission) in an attempt to resolve the situation.

4. If you are not satisfied with the discussions with the instructor involved and the Faculty

Chair of the Health Sciences Department, discuss your concerns with the Associate

Dean of the Health Sciences Department/Director of the Nursing Program.

5. If you are not satisfied with the discussions with the instructor, Faculty Chair, and

Associate Dean, discuss your concerns with the Campus Ombudsperson who will

recommend options to consider in seeking resolution. (See Role of Campus

Ombudsperson below.)

6. Initiate the grievance process according to college policy and procedure.

Role of Campus Ombudsperson

In conjunction with the Dean, Student Life, the Student Ombudsperson acts as a mediator, listening ear

and resource for students with problems involving other students, faculty and administrators.

Responsibilities also include handling grade disputes and other various complex issues.

The Ombudsperson mediates differences and grievances that students have involving other students,

instructors, and administrators. She/he investigates and mediates a wide range of problems, including

grade appeals and difficulties within the classroom. The Ombudsperson listens to your concerns and

may offer suggestions for the successful resolution of your problem.

The campus Ombudsperson is available to students for consultation at any point in the problem-solving

process. Students who are not able to meet during scheduled hours may phone the Ombudsperson and

set up an appointment. The telephone number is available from the Administrative Assistant or online

at http://www.smc.edu/ombuds/.

If you have followed steps 1, 2, and 3 and still are not satisfied, you may want to initiate the grievance

process according to college policy and procedure. Be advised that all concerns are not grievable.

Student Grievance

All students have access to the Student Grievance Procedures as delineated by the Santa Monica

College Policy and is available at http://www.academicsenate.com/ and/or

http://www.smc.edu/disciplinarian/. Information regarding this procedure is explained in the SMC

Nursing Student Handbook. The student may also seek information in the Student Activities Offices.

The college Ombudsperson is available for any concerned student regarding this process.

http://www.smc.edu/ombuds/

http://www.academicsenate.com/

http://www.smc.edu/disciplinarian/

32 | P a g e

SMC Administrative Regulations

Section 4000: Student Services

TABLE OF CONTENTS

ARTICLE 4100: ADMISSION AND REGISTRATION

AR 4135 Compliance with Family Educational Rights and Privacy ( FERPA) (abbreviated)

ARTICLE 4300 : STUDENT PROGRESS AND GRADUAION

AR 4344 Students Dismissed from a Program as a Result of Unsafe Performance

ARTICLE 4400 : STUDENT CONDUCT, ACTIVITIES AND PROGRAMS





33 | P a g e

Santa Monica Community College District

ADMINISTRATIVE REGULATION


AR 4135 Compliance with the Family Educational Rights and Privacy Act (FERPA)

This regulation implements the federal Family Education Rights and Privacy Act of 1974 (FERPA) and

State law.

A. Student Privacy Rights

Current and former students have the following rights regarding their student education records:

1. The right to be informed about their education records.

2. The right to inspect their education records.

3. The right to request amendment to their education records.

4. The right to have a formal hearing if the request for amendment is denied.

5. The right to prevent unauthorized disclosure of any or all of the information in their education

records, subject to specific exceptions identified in FERPA and State law.

6. The right to lodge a complaint to the U.S. Department of Education about a violation of FERPA

regarding their education record.

7. The right to waive these rights in writing, including the right to give written authorization to a

third party to obtain a copy of their education records.

B. Definitions

For the purposes of this policy, Santa Monica Community College District (hereinafter “Santa Monica

College” or “College”) has used the following definitions of terms:

1. “Student” means any person who attends or has attended Santa Monica College. The word

“attend” includes, but is not limited to, attendance in person or by paper correspondence,

videoconference, satellite, Internet, or other electronic information and telecommunications

technologies for students who are not physically present in the classroom.

2. “Record” means any information recorded in any way, including, but not limited to, hand

writing, print, computer media, video or audio tape, film, microfilm, and microfiche.

3. “Education records” means any record maintained by Santa Monica College or an agent of the

College which contains personally identifiable information related to a student. The following

are not education records:

i. Records that are kept in the sole possession of the maker, are used only as a personal

memory aid, and are not accessible or revealed to any other person except a temporary

substitute for the maker of the record.

ii. Records relating to an individual who is employed by an educational agency or

institution, that are made and maintained in the normal course of business, relate

exclusively to the individual in that individual's capacity as an employee; and are not

available for use for any other purpose. Records relating to an individual in attendance

at Santa Monica College who is employed as a result of his or her status as a student

are education records and not excepted under paragraph of this definition.


iii. Records made or maintained by a physician, psychiatrist, psychologist, or other

recognized professional or paraprofessional acting in his or her professional capacity or

assisting in a paraprofessional capacity which are made, maintained, or used only in

connection with treatment of the student and disclosed only to individuals providing

the treatment. For the purpose of this definition, “treatment” does not include remedial

educational activities or activities that are part of the program of instruction at the

agency or institution;

iv. Records maintained by Santa Monica College if (a) the records are maintained solely

for law enforcement purposes, (b) are revealed only to law enforcement agencies of the

same jurisdiction, and (c) the office holding these records does not have access to

34 | P a g e

education records maintained by the College.

v. Alumni records which contain information about a student after he or she is no longer

in attendance at the College and which do not relate to the person as a student.

vi. Grades on peer-graded papers before they are collected and recorded by a teacher.

4. “School Official” means:

i. A person employed by the District in an administrative, supervisory, academic,

research or support staff position.

ii. A person elected to the Board of Trustees.

iii. A person such as an attorney or auditor employed by or under contract to the District to

perform a special task.

5. “Legitimate education interest” means an official need to review or access a student education

record by an official or employee of the College in order to fulfill a professional responsibility;

to perform appropriate tasks that are specified in his or her position description or by a

contractual agreement; to perform a task related to the student's education; to perform a task

related to the discipline of a student; or to provide a service or benefit relating to the student or

student's family, such as health care, counseling, job placement, or financial aid.

School officials who use student education record information to serve their own personal needs

or for purposes which are not related to their job responsibilities do not have a legitimate

education interest in the information being used.

6. “Personally Identifiable Information” includes, but is not limited to--

i. the student’s name;

ii. the name of the student’s parent or other family members;

iii. the address of the student or student’s family;

iv. a personal identifier, such as the student’s social security number, student number, or

biometric record;

v. other indirect identifiers, such as the student’s date of birth, place of birth, and

mother’s maiden name;

vi. other information that, alone or in combination, is linked or linkable to a specific

student that would allow a reasonable person in the school community, who does not

have personal knowledge of the relevant circumstances, to identify the student with

reasonable certainty;


ADMINISTRATIVE REGULATION


Page 22 Section 4000

Student Services

vii. information requested by a person who the educational agency or institution reasonably

believes knows the identity of the student to whom the education record relates; or

viii. email address.

C. Annual Notification

Students will be notified of their rights under FERPA and State law annually by publication in the

Santa Monica College Catalog. The catalog is available on the College’s website.

D. Procedure to Inspect Educational Records

1. Students may inspect and review their education records upon request to the appropriate record

custodian. Students should submit to the record custodian or an appropriate College staff person

a written request which identifies as precisely as possible the record or records he or she wishes

to inspect. (Forms for this request are available in the Admissions and Records Office.)

2. The record custodian or an appropriate College staff person will make the needed arrangements

for access as promptly as possible and notify the student of the time and place where the records

may be inspected. Access must be given in 15 work days or less from the receipt of the request.

[Note: FERPA requires that access be provided with 45 days; however, state law requires that

access be provided within 15 days.]

35 | P a g e

3. When a record contains information about more than one student, the student may inspect and

review only the records which relate to him/her.

E. Right to Refuse Access

Santa Monica College reserves the right to refuse to permit a student to inspect the following records:

1. The financial state of the student's parents.

2. Letters and statements of recommendation for which the student has waived his or her right of

access or which were placed in file before January 1, 1975.

3. Records connected with an application to attend Santa Monica College if the application was denied.

4. Those records which are excluded from the FERPA definition of education records. The records will

be made available if required by State law.

F. Refusal to Provide Copies

Santa Monica College reserves the right to deny copies of records not required to be made available by

the FERPA or State law in any of the following situations:

1. The student has an unpaid financial obligation to the College.

2. There is an unresolved disciplinary action against the student.

G. Fee for Copies of Records

The fee for copies will be $0.20 per page.

The fees charged to students for transcripts are:

1. $5 for an official transcript, with the first two free for currently enrolled students

2. $10 service charge in addition to the transcript fee for a “Rush” transcript.

3. A student may obtain an unofficial copy of his/her transcript at no charge from the SMC Website.

H. Disclosure of Education Records

Santa Monica College will disclose information from a student's education records only with the

written consent of the student, except as set forth below. The College may disclose information without

student consent as follows:

1. To officials and employees of Santa Monica College, if that person has a legitimate educational

interest to inspect a record.

2. To authorized representatives of the Comptroller General of the United States, the Secretary of

Health, Education, and Welfare, an administrative head of an education agency, state education

officials, or their respective designees or the United States Office of Civil Rights, where that

information is necessary to audit or evaluate a state or federally supported education program or

pursuant to a federal or state law, except that when the collection of personally identifiable

information is specifically authorized by federal law, any data collected by those officials shall

be protected in a manner that will not permit the personal identification of students or their

parents by other than those officials, and any personally identifiable data shall be destroyed

when no longer needed for that audit, evaluation, and enforcement of federal legal requirements.

3. To other state and local officials or authorities to the extent that information is specifically

required to be reported pursuant to state law adopted prior to November 19, 1974.

4. To officials of other public or private schools or school systems, including local, county, or state

correctional facilities where educational programs are provided, where the student seeks or

intends to enroll, or is directed to enroll.

5. To agencies or organizations in connection with a student's application for, or receipt of,

financial aid, provided that information permitting the personal identification of students may be

disclosed only as may be necessary for those purposes as to determine the eligibility of the

student for financial aid, to determine the amount of the financial aid, to determine the

conditions that will be imposed regarding the financial aid, or to enforce the terms or conditions

of the financial aid.

6. To accrediting organizations in order to carry out their accrediting functions.

7. To organizations conducting studies for, or on behalf of, educational agencies or institutions for

the purpose of developing, validating, or administering predictive tests, administering student

aid programs, and improving instruction, if those studies are conducted in such a manner as will

not permit the personal identification of students or their parents by persons other than

36 | P a g e

representatives of those organizations and the information will be destroyed when no longer

needed for the purpose for which it is conducted.

8. To appropriate persons in connection with an emergency if the knowledge of that information is

necessary to protect the health or safety of a student or other persons, or subject to any

regulations issued by the Secretary of Health, Education, and Welfare.


9. To the alleged victim of any sexual assault or physical abuse, including rape, forced sodomy,

forced oral copulation, rape by a foreign object, sexual battery, or threat or assault, or any

conduct that threatens the health and safety of the alleged victim, which is the basis of any

disciplinary action taken by a community college, shall be permitted access to that information.

Access to student record information shall be in the form of notice of the results of any

disciplinary action by the community college and the results of any appeal, which shall be

provided to the alleged victim within three days following that disciplinary action or appeal.

The alleged victim shall keep the results of that disciplinary action and appeal confidential.

10. In compliance with a court order or a lawfully issued subpoena. The College shall make a

reasonable effort to notify the student in advance of compliance with a lawfully issued subpoena

and, in the case of compliance with a court order, if lawfully possible within the requirements of

the order. This notification shall take place using a standard form approved by the FERPA

Compliance Officer.

I. Record of Requests for Disclosure

Santa Monica College will maintain a record of all requests for and/or disclosure of information from a

student's education records for the appropriate record retention period. The record will indicate the

name of the party making the request, any additional party to whom it may be redisclosed, and the

legitimate interest the party had in requesting or obtaining the information. The record may be

reviewed by the eligible student. Personal information may be transferred to a third party only on the

condition that such party will not permit access by any other party without the written consent of the

student. (As an example, information released to agencies for auditing purposes or for improving

instruction.) In such cases, Santa Monica College will issue the following statement to accompany

records released: “All student education records will be destroyed when they are no longer needed for

implementation of the study. Student education records may not be released without the written

consent of the student.”

J. Directory Information

Santa Monica College designated the following items as Directory Information:

Student name

City of Residence

Age

Major field of study

Participation in officially recognized activities and sports

Weight and height of members of athletic teams

Dates of attendance

Degrees and awards received and most recent previous school attended

Student’s photograph

The College may disclose any of those items without prior written consent unless notified in

writing to the contrary by the student.

Students have the following options in connection with the release of directory information:

1. Do NOT permit SMC to release Directory Information to anyone.

2. Do NOT permit the release of information to the Military

K. Correction of Education Records

1. Any student may file a written request with the Superintendent/President to correct or remove

information recorded in his or her student records which the student alleges to be:

(1) inaccurate; (2) an unsubstantiated personal conclusion or inference; (3) a conclusion or

inference outside of the observer's area of competence; or (4) not based on the personal

37 | P a g e

observation of a named person with the time and place of the observation noted.

2. Within 30 days of receipt of the request, the Superintendent/President, or his or her designee,

shall meet with the student and the employee who recorded the information in question, if any,

if the employee is presently employed by the community college district. The

Superintendent/President or his or her designee shall then sustain or deny the allegations.

3. If the Superintendent/President, or his or her designee, sustains any or all of the allegations, he

or she shall order the correction or removal and destruction of the information.

4. If the Superintendent/President, or his or her designee, denies any or all of the allegations and

refuses to order the correction or removal of the information, the student, within 30 days of the

refusal, may appeal the decision in writing to the Board of Trustees.

5. Within 30 days of receipt of an appeal, the Board of Trustees shall, in closed session with the

student and the employee who recorded the information in question, if any, and if that employee

is presently employed by the community college district, determine whether to sustain or deny

the allegations.

6. If the governing board sustains any or all of the allegations, it shall order the chief

administrative officer, or his or her designee, to immediately correct or remove and destroy the

information.

7. The decision of the governing board shall be final.

8. Records of these administrative proceedings shall be maintained in a confidential manner and

shall be destroyed one year after the decision of the governing board unless the student initiates

legal proceedings relative to the disputed information within the prescribed period.

9. If the final decision of the governing board is unfavorable to the student or if the student accepts

an unfavorable decision by the chief administrative officer, the student shall have the right to

submit a written statement of his or her objections to the information. This statement shall

become a part of the student's record until the information objected to is corrected or removed.

L. Subpoenas.

Each office that routinely receives subpoenas for student records shall have a written policy on

compliance with subpoenas. The written policy shall be approved by the FERPA Compliance Office.

Any out of the ordinary subpoenas for student records shall be referred to Campus Counsel for review

prior to release of the records.


ARTICLE 4300 STUDENT PROGRESS AND GRADUATION

AR 4344 Students Dismissed from a Program as a Result of Unsafe Performance

These guidelines have been developed to assist faculty and departments in withdrawing students from

programs in which the student’s behavior and/or performance is determined to be unsafe.

These programs include, but are not limited to:

Education/Early Childhood Education

Cosmetology

Nursing

Respiratory Therapy

The overall process for determining whether a student meets the program standards specific to a

particular program may include up to three levels of intervention: the instructor level, the program or

department level, and the college level (joint administration-faculty committee). The student may seek

the ombudsperson’s assistance.

I. Faculty Level

1. Instructors are encouraged to use their professional judgment in identifying student

behavior and/or performance that they consider inappropriate to a specific program.

2. The instructor should meet with a student as early as possible in the semester to discuss

his/her concerns. Such concerns include, but are not limited to the following: issues of

safety regarding self, other students, patients, clients, or children; lack of sensitivity in

classroom or field work situations; poor judgment; or any other concern. The instructor

38 | P a g e

should document the meeting. These notes can be brief but must include the date and time

of the meeting and a summary of topics discussed.

3. If the instructor is satisfied with the student’s performance for the rest of the semester,

nothing more need be done.

4. If the instructor continues to have reservations regarding the student’s behavior and/or

performance (even though the student may have passed the class academically), the

instructor should inform either the program leader or the department chairperson.

II. Program or Department Level

1. The dismissal of a student from a program is a departmental concern and should not be

viewed as the individual instructor’s responsibility. Each department shall develop program

standards to evaluate students objectively. Each department is to develop a readmission

review procedure for students dismissed from its program(s).

2. Each program will have its own set of procedures for informing students of faculty

concerns, documenting meetings to discuss these concerns, working out behavioral

contracts to assist students in meeting program standards, and any other procedure the

faculty considers helpful to the student or to the program.


III. College (Joint Administration/Faculty) Level

1. Any student who wishes to appeal dismissal from a program has 10 working days to file a

written request for an appeal with the Dean of Student Affairs. The student will be able to

present his/her case within 10 working days of the filing of the request. The Committee

hearings shall be closed to the public.

Members of Committee

1. The Dean of Student Affairs (chair)

2. Two academic deans (not from the involved department/program)

3. Two faculty at large (selected by Academic Senate)

4. Two students (selected by Associated Students)

2. The student may bring to the hearing counsel or other representatives. These

representatives, however, may not participate directly in the proceedings. The student filing

the appeal will bear the burden of proof.

3. Each party shall have the right to present written statements, witnesses if appropriate, and

any other forms of evidence at the hearing, if approved by the Appeals Committee. Each

party shall have the right to question evidence and supportive documents.

4. The Committee chair shall notify in writing the student, faculty member, department chair,

and the Superintendent/President of the decision.

5. Within five (5) working days after service of the committee’s formal recommendation,

either party may make a written appeal to the Superintendent/President.

6. The decision of the Superintendent/President shall be final.

Reviewed and/or Updated: 4/29/03

ARTICLE 4400 STUDENT CONDUCT, ACTIVITIES AND PROGRAMS


Preamble

Academic institutions exist for the transmission of knowledge, the pursuit of truth, the intellectual and

social development of students, and the general well-being of society. Free inquiry and free expression

are indispensable to the attainment of these goals. As members of the academic community, students

should be encouraged to develop the capacity for critical judgment and to engage in a sustained and

independent search for truth. Freedom to teach and freedom to learn are inseparable facets of academic

freedom. The freedom to learn depends upon appropriate opportunities and conditions in the

classroom, on the campus, and in the larger community. Students should exercise their freedom with

responsibility. Students are entitled to the following rights.

39 | P a g e

1. Access to Higher Education

The institution shall provide access to its services, classes and program without regard to

race, religious creed, color, national origin, ancestry, handicap or sex.

Reference: Education Code 72011

2. In the Classroom

Student performance should be evaluated solely on achievement of the goals of the

curriculum, not on opinions or conduct in matters unrelated to curricular standards.

A. Protection of Freedom of Expression

Students should be free to take reasoned exception to the data or views offered in

any courses of study and to reserve judgment about matters of opinion, but they are

responsible for learning the content of any course of study for which they are enrolled.

B. Protection Against Improper Academic Evaluation

Students shall have protection through orderly procedures against prejudiced or

capricious academic evaluations. At the same time, they are responsible for

maintaining standards of academic performance established for each course in

which they are enrolled. Any student shall have access to a hearing before an

unbiased academic appeals committee, as provided for under Board policy.

C. Protection Against Disclosure

Information about student views, beliefs, and political associations which

professors and administrators acquire in the course of their work as instructors,

advisors and counselors, should be considered confidential. Protection against

improper disclosure is a serious professional obligation. Judgments of ability and

character may be provided under appropriate circumstances, always with the

knowledge or consent of the student. Nothing in this section shall prevent

disclosure of information as provided for in state law.

3. Confidentiality of Student Records

Transcripts, health records, disciplinary records, library records and counseling records are

confidential except under judicial process or in cases where the safety of persons or property

is involved.

Reference: Education Code 76210, 76240

4. Student Activities

In student activities, the district guarantees the right of students to organize, to exercise

freedom of speech, to participate in the student and institution government and to prepare and

distribute student publications.

A. Freedom of Association

Students bring to the campus a variety of interests previously acquired and develop

many new interests as members of the academic community. They should be free

to organize and join associations to promote their common interests. Any group of

six associated students may form such an organization.

(1) The membership, policies and actions of a student organization usually

will be determined by vote of only those persons who hold bona fide

membership in that organization. No student should be barred from any

organization because of his race, religion, sex or natural origin.

(2) Affiliation with an extramural organization should not, of itself, disqualify

a student organization from institutional recognition.

(3) Since campus advisors are required, each organization should be free to

choose its own advisor. Campus advisors may advise organizations in the

exercise of responsibility, but they should not have the authority to control

the policy of such organizations. However, it is understood that the

governing board must retain responsibility under the education code for

supervision and regulation of student affairs.

(4) Student organizations may be required to submit a statement of purpose,

40 | P a g e

criteria for membership, rules of procedure, and a current list of officers

and advisors. They shall be required to submit a membership list as a

condition of institutional recognition.

Reference: Education Code 76060, 76062

B. Freedom of Inquiry and Expression

(1) Students and student organizations should be free to examine and to

discuss all questions of interest to them and to express opinions publicly

and privately. They should always be free to support causes by orderly

means which do not disrupt the essential operation of the institution. At the

same time, it should be made clear to the academic and the larger

community that, in their public expressions or demonstrations, students, or

student organizations, only speak for themselves.

(2) Students should be allowed to invite and to hear any person of their own

choosing, provided that there is compliance with the laws of the State of

California, orderly scheduling of facilities, and adequate preparation for the

event, and that the occasion is conducted in a manner appropriate to an

academic community. The institutional control of campus facilities should

not be used as a device of censorship. It should be made clear to the

academic and larger community that sponsorship of guest speakers does

not necessarily imply approval or endorsement of the views expressed,

either by sponsoring group or the institution.


C. Student Participation in Institutional Government

As constituents of the academic community, students should be free,

individually and collectively, to express their views on issues of institutional

policy and on matters of general interest to the student body. The student body

should have clearly defined means to participate in the formulation and

application of institutional policy affecting academic and student affairs. The

role of the student government and both its general and specific

responsibilities should be made explicit, and the actions of the student

government within the areas of its jurisdiction should be reviewed only

through orderly and prescribed procedures.


D. Student Publications

Student publications and the student press are a valuable aid in establishing

and maintaining an atmosphere of free and responsible discussion and of

intellectual exploration the campus. They are a means of bringing student

concerns to the attention of the faculty and the institutional authorities and of

formulating student opinion on various issues on the campus and in the world

at large. Whenever possible, the student publications should be independent

entities, financially and legally separate from the college. Where financial and

legal autonomy are not possible, the institution, as the publisher of student

publications, may have to bear the legal responsibility for the contents of the

publications. Santa Monica Community College District

Student publications which are published as laboratory work for the journalism

department will be subject to the same faculty and administrative direction as

any other laboratory course in the college and should explicitly state on the

editorial page that the opinions there expressed are not necessarily those of the

college or student body. In the delegation of editorial responsibility to the

editorial board, the college, through the journalism instructor, should provide

sufficient editorial freedom for the student publications to maintain their

integrity of purpose as vehicles for free inquiry and free expression in an

41 | P a g e

academic community. At the same time, the editorial freedom of student

editors and managers entails corollary responsibilities to be governed by the

canons of responsible journalism, such as avoidance of libel, indecency,

undocumented allegations, attacks on personal integrity, and the techniques of

harassment and innuendo. The editorial freedom of student editors and

managers of student publications not connected with the Journalism

Department also entails the responsibilities listed above. As safeguards for the

editorial freedom of such publications, the following provisions are necessary:

(1) The student press should be free of censorship and advance approval of

copy, and its editors and managers should be free to develop their own

editorial policies and news coverage.

(2) Editors and managers should be protected from arbitrary suspension and

removal because of student, faculty, administrative, or public disapproval

of editorial policy or content. Only for proper and stated causes should

editors and managers be subject to removal and then, by orderly and

prescribed procedures, as outlined in Board of Trustees policy.

(3) All student publications should explicitly state on the editorial page that

the opinions there expressed are not necessarily those of the college or

student body.

7. Enactment

This Bill of Rights is a separate entity and apart from any Constitution and it

shall stand by itself. This Bill of Rights shall become effective upon passage

by the student body and the Board of Trustees. All amendments to this Bill of

Rights shall be ratified by the student body and the Board of Trustees.

Reference: Education Code 72023.5

Reviewed and/or Updated: 4/29/03



1. Rules for Student Conduct

Students enrolling in the college assume an obligation to conduct themselves in a manner

compatible with the college's function as an educational institution. Misconduct or "good

cause" for which students are subject to discipline falls into the following categories:

A. Continued disruptive behavior, continued willful disobedience, habitual profanity

or vulgarity, persistent abuse of other students, or the open and persistent defiance

of the authority of, or persistent abuse of, college personnel. [E.C. §76033(a)]

B. Assault, battery, or any threat of force or violence upon a student or college

personnel. [E.C. §76033(b)]

C. Sexual harassment, sexual assault, including, but not limited to, rape, forced

sodomy, forced oral copulation, rape by a foreign object, sexual battery, or threat

of sexual assault.

D. Willful misconduct which results in injury or death to a student, college personnel,

or college visitor, or which results in cutting, defacing, or other injury to any real or

personal property owned by the District. [E.C. §76033(c)]

E. The use, sale, or possession on campus of, or presence on campus or at any college

sponsored event under the influence of, any controlled substances without prescribed

direction of a licensed medical authority or any poison classified as such by Schedule

D in Section 4160 of the State of California Business and Professions Code.

[E. C. §76033 (d)]

F. Willful or persistent smoking in any area where smoking has been prohibited by

law or by regulation of the Board of Trustees. [E. C. §76033 (e)]

G. Persistent, serious misconduct where other means of correction have failed to bring

42 | P a g e

about proper conduct. [E.C. §76033 (f)]

H. Dishonesty, including, but not limited to, cheating, plagiarism, or knowingly

furnishing false information to the college.

I. Forgery, alteration, or misuses of college documents, records, or identification.

J. Obstruction or disruption of teaching, research, administration, disciplinary

procedures, or any other authorized college activities.

K. Theft of or damage to property of the college or of a member of the college

community or campus visitor.

L. Willful or blatant misuse of email or other inappropriate forms of communication

towards faculty, staff or students including but not limited to phone, voicemail,

written notes and any form of electronic communication.

M. Unauthorized entry to college facilities or unauthorized use of college supplies,

equipment including computer hardware, and licensed software.

N. Violation of college policies or of campus regulations, including, but not limited to,

campus regulations concerning student organizations, the use of college facilities,

responsible computer use policy, or the time, place, and manner of public expression,

library procedures, college bills and debts, or residence.

O. Disorderly conduct or lewd, indecent, or obscene conduct or expression on college

owned or controlled property or at college-sponsored or supervised functions.

P. Failure to comply with directions of college officials acting in the performance of

their duties.


Q. Possession or use of alcoholic beverages on the campus property, at any college

sponsored event, or presence on campus or at any college-sponsored event while

under the influence of alcohol.

R. Illegal possession or use of firearms, explosives, dangerous chemicals or other

weapons on college property or at college-sponsored activities.

S. The act or crime of willfully and repeatedly following or harassing another person

in circumstances that would cause a reasonable person to fear injury or death

especially because of expressed or implied threats.

T. Hate crimes or hate incidents: A hate crime or hate incident is any act or attempted

act directed against a person(s) based on the victim’s actual or perceived race,

nationality, religion, sexual orientation, disability or gender. The difference

between a hate incident and a hate crime is that a hate incident is a non-criminal act.

U. Any other offense set forth in the State of California Education Code which

constitutes "good cause." No student shall be removed, suspended, or expelled unless

the conduct for which the student is disciplined is related to college activity or

attendance. [E.C. §76034]

3. Disciplinary Sanctions to Enforce Adequate Standards of Student Conduct [E.C.§§76030,

76031, 76032]

A. Sanctions

Disciplinary sanctions include, but are not limited to, verbal or written reprimand,

disciplinary probation, removal from class, ineligibility to participate in

extracurricular activities, temporary disciplinary holds, suspension, and expulsion.

Repeated and/or multiple infractions may lead to a greater disciplinary sanction.

Subsequent to investigation of allegations made against a student, the College

Disciplinarian is authorized to impose the sanctions listed above for good cause as

set forth in Section 1 of this administrative regulation.

B. Right to Inspect

If a written report is placed in the student's disciplinary file, the student shall have

the right to inspect and appeal the information as specified in Education Code

Section 76232.

43 | P a g e

C. Definitions

When the term "College Disciplinarian" is used, it shall refer to the designee of the

Superintendent/President.

The term “school day” is used in this Administrative Regulation for the purpose of

calculating deadlines and shall mean any day that classes are in session except

Saturdays and Sundays.

A copy of this administrative regulation shall be made available to students upon request.


D. Written Reprimand

(1) A written reprimand, issued by the College Disciplinarian, serves to place

in a student’s disciplinary records (not the academic records) a statement

that he/she has not met the standards of conduct as set forth in Section 1 of

this administrative regulation.

(2) A student receiving a written reprimand shall be notified that:

a. the reprimand serves only as a warning that continued conduct of

the type described in the written reprimand may result in further

disciplinary action against the student;

b. such records are not part of a student's academic record at the

college and that the disciplinary records will be destroyed three

years after the date of the reprimand;

c. the student has an opportunity to write a response to the reprimand

and that the response shall be placed on record with the reprimand;

and

d. with respect to reprimands, there shall be no hearing or appeal to

the Student Conduct Appeals Committee.

E. Disciplinary Probation

(1) A student who fails to meet the standards of conduct as set forth in Section 1 of

this administrative regulation may be placed on disciplinary probation by the

College Disciplinarian. The student shall be notified in writing that continued

conduct of the type described in a "notice of probation" will result in a greater

sanction. The notice of disciplinary probation must include:

a. the sanction that will be imposed if the conduct described in the

notice of probation continues. The sanction must be authorized by

this administrative regulation.

b. the period of time the student is to be on probation. This period

may not exceed one year.

(2) A student placed on disciplinary probation shall be notified that:

a. the imposition of disciplinary probation serves as notice that

continued conduct of the type described in the notice of probation

will result in the imposition of sanction;

b. the disciplinary probation is not part of a student's academic record

at the college and that the disciplinary records will be destroyed

three years after the probation ends;


c. the student has an opportunity to write a response to the notice of

disciplinary probation and that the response shall be placed on

record with the notice of disciplinary probation; and

d. with respect to disciplinary probation, there shall be no hearing or

appeal to the Student Conduct Appeals Committee. However,

before the sanction set forth in the notice of probation is imposed,

the student shall be given notice and an opportunity to appeal to


44 | P a g e

F. Removal from Campus Activities

(1) Removal from Class [E.C. §76032]

a. An instructor is authorized to remove a student from class for

cause for the day of the incident and the next class meeting. The

instructor shall immediately report the removal to the College

Disciplinarian. During the period of removal, a student shall not be

returned to the class without the concurrence of the instructor.

b. If the student requests, the College Disciplinarian shall hold a

conference with the student and other appropriate personnel

regarding the removal from class.

c. If the student removed is a dependent minor for federal income tax

purposes, the parent or guardian shall be notified in writing by the

College Disciplinarian.

d. With respect to removal from class, there shall be no hearing or

appeal to the Student Conduct Appeals Committee.

(2) Removal from Extra-Curricular Activities [E.C. §76030]

a. The College Disciplinarian may remove a student from

extracurricular activities for a period not to exceed one (1) year.

One or more of the following may be imposed for good cause as

set forth in Section 1 of this administrative regulation:

1. Removal from all college organization offices;

2. Ineligibility to participate in or attend all college sponsored

activities, including public performances; Nothing in this

administrative regulation shall restrict the College Disciplinarian from

imposing lesser sanctions than those described.

b. Before removal from the above-mentioned activities is imposed,

the student shall have a right to pursue the Hearing and Appeal

Process as set forth in Section 2, F of this administrative regulation. Removal

from activities imposed pursuant to interim/immediate suspension as described

in Section H(4) of this administrative regulation shall be governed by the

appeal rights afforded in cases of interim/immediate suspension.

G. Temporary Disciplinary Holds

A disciplinary hold prevents a student from conducting any transactions with the

college, such as enrollment and fee payment, use of library privileges or any other

college business. The College Disciplinarian may place a temporary disciplinary hold on a

student’s college record to:

(1) enforce a suspension or expulsion after the appeal process has been

exhausted and the suspension or expulsion becomes final. The College

Disciplinarian may remove a temporary disciplinary hold after a student

has served a suspension provided that the Student Conduct Appeals

Committee reviews and approves the student’s petition to be readmitted.

(2) enable the College Disciplinarian to conduct a thorough investigation of an

alleged violation of the Student Conduct Code. In such cases, the College

Disciplinarian shall remove the temporary disciplinary hold

a. as soon as the investigation is complete and the student in question

is exonerated, or

b. when the student enters the appeal process. In such cases the

College Disciplinarian may opt to lift temporarily the disciplinary

hold to enable the student to conduct a specific transaction with the

college, while the appeal process is underway.

H. Suspension [E.C. §§76031, 66017]

(1) The College Disciplinarian is authorized to suspend a student for good

45 | P a g e

cause as set forth in Section 1 of this administrative regulation.

(2) The period of suspension may be:

a. For a period of up to ten (10) days of instruction from one or more classes.

b. For the remainder of the school term from one or more classes.

c. For one (1) or more terms from all classes and activities of the college.

(3) Whenever the student suspended is a dependent minor for federal income

tax purposes, the parent or guardian shall be notified in writing by the

College Disciplinarian.

(4) Before a suspension becomes effective, the student shall have the right to pursue

the Hearing and Appeal Process as set forth in Section 3 of this administrative

regulation, except that an interim suspension may be imposed by the College

Disciplinarian where an immediate suspension is required in order to protect lives or

property and to insure the maintenance of order pending a hearing. As soon as

practical, the College Disciplinarian shall hold a formal conference with the student to

give the student an opportunity to respond to the charges against him or her.

(5) The College Disciplinarian shall, upon the suspension of any student,

notify the appropriate law enforcement authorities of any acts of the student which

may be in violation of Penal Code Section 245 (assault with a deadly weapon or

instrument). [E.C. §76035]

I. Expulsion [E.C. §76030]

A student may be expelled by the Board of Trustees for good cause as set forth in Section 1 of

these rules. Expulsion is authorized when other means of correction fail to bring about proper

conduct, or when the presence of the student causes a continuing danger to the safety of the

student or others.

4. Hearing and Appeal Process

A. Notice

(1) The student shall be given written notice of the disciplinary action to be

taken, if any. Such notice shall include:

a. a statement of the specific facts and charges upon which the

disciplinary action is based;

b. a copy of the disciplinary rules of the District which relate to the

alleged violation; and

c. a statement that the student has the right to file with the office of

the College Disciplinarian a Notice of Intention to Appeal the

decision to the Student Conduct Appeals Committee and that such

notice must be filed within two (2) school days following receipt

of the notice of disciplinary action.

(2) Prior to giving notice, the College Disciplinarian may schedule a formal

conference regarding the basis for possible disciplinary action.


(3) The student shall be deemed to have accepted the disciplinary action,

unless within two (2) school days following written notice of the specific

facts and charges, the student files with the College Disciplinarian written

Notice of Intention to Appeal.

(4) Within five (5) school days after filing a Notice of Intention to Appeal, the

student shall file with the College Disciplinarian a written response to the

charges. Only charges to which the student responds may be reviewed by

the Appeals Committee.

B. Student Conduct Appeals Committee and Procedures

(1) Statement of Purpose

a. The committee is established to hear appeals of students regarding

decisions made by the College Disciplinarian.

46 | P a g e

b. Specifically, the committee will hear appeals concerning

disciplinary action involving removal from extra-curricular

activities, suspensions, and expulsions.

(2) Selection

At the beginning of each academic year or as needed, the

Superintendent/President or designee shall establish a standing panel from

which members of individual Student Conduct Appeals Committee panels may

be constituted.

(3) Standing Panel

The standing panel of the Student Conduct Appeals Committee shall

consist of:

a. At least five (5) students appointed by the Associated Students

President;

b. At least five (5) faculty members appointed by the Academic

Senate President;

c. At least five (5) classified employees appointed by the CSEA

President; and

d. At least five (5) academic managers appointed by the

Superintendent/President one of whom will chair the committee

and will only vote in the case of a tie.

(4) Individual Hearing Panel

Each individual panel will be drawn from the standing panel by the

Superintendent/President or designee. To hear each appeal, the

Superintendent/President or designee will appoint a hearing committee

consisting of two (2) students, two (2) faculty members, two (2) classified

employees, and one (1) manager. To conduct business, the panel must have a

quorum of at least one member from each of the four constituent groups.

Decisions of the committee shall be made by simple majority vote.

(5) Time Frame

a. The committee shall convene for an appeal hearing prior to the

sanction taking effect and not more than thirty (30) school days

after receipt of the notice of intent to appeal.

b. In cases where suspension is immediately effective, the committee

shall convene for an appeal hearing not more than ten (10) school

days after receiving the notice of intent to appeal.

c. The student shall be given written notice of the time and place of

the hearing. If the student fails to appear for the hearing, the

decision of the College Disciplinarian shall stand.

(6) Hearing Order

a. At the beginning of the hearing, the designated college

management member, or attorney or college representative, shall

present the college case, first with an initial summary that includes

the evidence to be presented, followed by a detailed presentation of

the findings, including presentation of evidence and witnesses. The

student and/or attorney or representative may cross-examine the

college’s witnesses, and examine the evidence.

b. Next, the student or his/her attorney or representative shall present

his/her case, including any evidence or witnesses. The college’s

representative may cross-examine the student’s witnesses, and

examine the evidence.

c. Examination and cross-examination must be limited to issues and

matters relevant to the case.

47 | P a g e

d. The designated college management member, attorney or

representative may present a closing argument summarizing the

college’s findings.

e. The student or his/her attorney or representative may present

closing argument, summarizing his/her case.

f. The committee may question witnesses but should limit its

inquiries to eliminating confusion, uncertainty or lack of clarity in

the witness’ statements.

g. All hearings shall be recorded, except for closed deliberations.

h. All hearings shall be closed to the public.

(7) Evidence

The committee may review any relevant evidence presented during the

hearing. The committee is not required to give validity to any written

testimony/evidence if the witness or writer of the evidence does not

personally appear at the hearing. Hearsay evidence is admissible but no

decision may be made based solely on hearsay.

(8) Rights of the Committee

The basic rights of the committee shall include, but not be limited to the

following:

a. The committee has the right to decide:

1. Relevance

2. Materiality

3. Competency

4. Number of witnesses

5. Time allocation

b. The committee has the right to:

1. Instruct the witness

2. Question the witness

3. Examine the evidence

On failure of the witness to follow directions, the committee may dismiss the

witness.

(9) Rights of the Student

a. The student may, with the permission of the hearing committee,

have a translator or qualified interpreter if the student’s command

of the English language prevents him/her from being able to fully

participate in the proceedings.

b. The student may have legal counsel or representation, but must

notify the College Disciplinarian at least two (2) school days prior

to the hearing.

(10) Standard of Proof

The District will instruct the Committee that the District bears the burden of

proof by a preponderance of the evidence and that preponderance of the

evidence means “more likely to be true than not true.”

(11) Decisions

a. The Student Conduct Appeals Committee shall have the power to

accept, reject or modify the decision of the College Disciplinarian,

but in no case shall impose a more stringent sanction.

b. Decisions should include:

1. Findings of facts (what the student did);

2. Conclusions (with relation to the rules of conduct); and

3. A decision (disciplinary action affirmed, rejected, or

modified)

48 | P a g e

(12) In the hearing, the committee should decide the following issues:

a. Does the alleged act constitute a violation of the Student Conduct

Code?

b. Did the student involved commit the act with which he/she is

charged?

c. If the acts are found to have been committed by the student, and

are also found to constitute a violation of the Student Conduct

Code, were there any “attendant circumstances” shown in

mitigation and/or in aggregation?

d. The facts in each individual case shall be considered when making

a determination on the appropriateness of the sanction imposed.

(13) The decision of the Student Conduct Appeals Committee shall be sent to

the student and the Superintendent/President in writing within six (6) school

days of the hearing. This decision shall include the findings and conclusions of


Student Services

C. Readmission of Suspended Students

(1) Any student who has served a suspension for a period of at least one (1)

full term, shall submit a petition for readmission to the Office of the College

Disciplinarian. The petition for readmission shall document the steps that the

student has taken since the suspension to eliminate the behavior that caused

the suspension. Said petition shall be completely separate, apart and in

addition to any procedures required by the Admissions and Records Office.

(2) Within ten (10) school days of the petition for readmission submittal, the

Student Conduct Appeals Committee panel shall review the petition for

readmission to determine whether the student has made reasonable adjustment

in the behavior or that the student has received the appropriate guidance,

counseling and/or attention necessary to avoid the behavior that brought about

the suspension. The Student Conduct Appeals Committee panel may delegate

the decision to the College Disciplinarian or may conduct its review by email

or teleconference.

(3) The Student Conduct Appeals Committee panel may request a hearing with

the student to ascertain whether the student’s claim regarding the behavioral

adjustment is accurate. The student shall be notified of the date, time and place

of the hearing within ten (10) school days of the petition for readmission

submittal. The student may present further evidence or documentation in

support of his/her claim. The College Disciplinarian shall notify the student

within five (5) school days of the committee’s decision.

The Student Conduct Appeals Committee panel may:

a. approve the student’s request to be readmitted with a statement to

include conditions of re-admission, if any.

b. deny the student’s request to be readmitted due to lack of

supporting evidence and/or documentation indicating that a

behavioral adjustment has occurred.

D. Appeal of Committee Decision

Within two (2) school days after receiving the written decision of the Student

Conduct Appeals Committee, the student may request a review of the decision by

the Superintendent/President. A copy of said request shall be sent to the College

Disciplinarian. The student shall state in writing the grounds for review, basing the

request upon one or more of the following provisions:

(1) The required procedures have not been followed and that the student has

been demonstrably damaged; and/or

49 | P a g e

(2) There is insufficient evidence to support the committee decision; and/or

(3) The penalty imposed is inappropriate.

E. Superintendent/President Review

(1) In cases of suspension and/or lesser sanction:

Within thirty (30) school days of receipt of the request for review, the

Superintendent/President shall review the decision of the Student Conduct

Appeals Committee, the basis upon which it was made, and the student’s

appeal based on D.(1), (2) and/or (3). The Superintendent/President has the

sole authority to:

a. Adopt the recommended discipline of the Student Conduct

Appeals Committee;

b. Modify or reduce the discipline recommended by the Student

Conduct Appeals Committee; or

c. Reverse the discipline recommended by the Student Conduct

Appeals Committee. The decision of the Superintendent/President

shall be communicated to the student in writing, and a copy sent to the

College Disciplinarian. In cases of suspension and/or lesser sanction,

the decision of the Superintendent/President is final.

(2) In cases where expulsion has been recommended:

a. The recommendation of the Student Conduct Appeals Committee

shall be forwarded to the Superintendent/ President or designee for

review and decision.

b. The Superintendent/President’s decision shall be based upon

evidence presented at the expulsion hearing or the facts of the case

as presented by the College Disciplinarian.

c. The Superintendent/President or designee may accept the

recommendation of the Student Conduct Appeals Committee and

recommend to the Board of Trustees that the student be expelled,

or impose a lesser sanction. The Superintendent/President or designee

shall render a decision within ten (10) business days of receipt of the

recommendation of the Student Conduct Appeals Committee. Notice

of the Superintendent/President or designee’s recommendation shall be

mailed to the student, and, in cases where expulsion is recommended,

forwarded to the Board of Trustees for final action.

d. The Board of Trustees’ decision to expel a student shall be based

upon evidence presented at the expulsion hearing or the facts of the

case as presented by the College Disciplinarian. Santa Monica

Community College District

e. The Superintendent/President or designee shall, upon the expulsion

of any student, notify the appropriate law enforcement authorities

of any acts of the student which may be in violation of Penal Code

Section 245 (assault with a deadly weapon or instrument) [E.C.

§76035] and additional code sections.

f. Whenever the student expelled is a dependent minor for federal

income tax purposes, the parent or guardian shall be notified in

writing by the College Disciplinarian within five (5) school days.

Reviewed and/or Updated: 12/11/01, 8/8/11

50 | P a g e



To maintain the academic integrity of Santa Monica College, faculty and students must take

responsibility for maintaining an educational environment characterized by academic honesty.

Therefore, under no circumstances will academic dishonesty be tolerated.

1. Faculty Responsibilities

In order to maintain an environment of academic integrity, faculty will:

A. Make every attempt to conduct classes in a manner that encourages honorable behavior,

ensures equal opportunity for student success, and discourages academic dishonesty.

B. Inform students in writing and, whenever possible, verbally, of the course requirements,

grading procedures, and expectations for acceptable academic conduct and behavior.

C. Inform students of the SMC Code of Academic Conduct and the consequences of

behavior in violation of the Code.

D. In instances where alleged academic integrity violations are filed, inform students of

their right to due process.

E. Ensure that the appropriate process for reporting a violation of the Code of Academic

Conduct is followed (see Reporting a Violation).

2. Student Responsibilities

In order to maintain an environment of academic integrity, students will:

A. Familiarize themselves with the Code of Academic Conduct, Honor Code, and Student

Conduct Code.

B. Behave in a manner that encourages learning and upholds the Code of Academic

Conduct and Honor Code.

C. Act with fairness (i.e., not seek undue advantage) towards other students in classroom

interactions, completion of assignments, examinations, or any other academic activity.

D. Make every attempt to prevent the unauthorized use of their work.

3. Academic Dishonesty Conduct Defined

Santa Monica College defines academic dishonesty as an act of fraud or deception, in any academic

exercise. This includes, but is not limited to, the following actions or attempted actions:


A. Using unauthorized testing aids such as calculators, recorders, electronic devices or

notes on any examination or assessment, or the failure to observe the expressed procedures or

instructions of an academic exercise (e.g., examination instructions regarding alternate seating

or conversation during an examination).

B. Allowing another individual to assume one’s identity for the purpose of satisfying course

requirements or enhancing one’s grade or score in any of the following: testing, assessment,

on-line classes, field trips, or attendance.

C. Falsifying attendance records or grade rosters.

D. Representing the words, ideas or work of another as one’s own (plagiarism) in any

academic exercise, including the use of commercial term papers, solution manuals, or any other

work of another regardless of how it is created or published.

E. Changing answers on a previously scored test, assignment, or experiment.

F. Copying or allowing another student to copy from one’s paper or answer sheet during an

examination or for a graded assignment.

G. Inventing information for the purpose of completing a laboratory experiment, a case study

analysis, or field trip.

H. Giving or receiving information during an examination by any means including sign

language, hand signals, secret codes, or electronic transmission.

I. Accessing or reproducing exams in any form without the prior authorization of the instructor

with the purpose of sharing, selling, or publishing them.

J. Intentionally or knowingly helping another to violate any provision of this Code.

51 | P a g e

K. Forging or altering academic documentation (including transcripts, assessment

scores/results, letters of recommendation, enrollment certifications, registration forms, and

medical certification) concerning oneself or others.

4. Reporting a Violation

Given an incident of academic dishonesty, faculty should adhere to the following procedures:

A. Inform the student of the nature of the alleged violation and the impending course of action.

B. Complete and submit the Academic Dishonesty Report Form, along with any related

evidence, to the College Disciplinarian within ten (10) school days of the allegation. The term

“school day” is used in this Administrative Regulation for the purpose of calculating deadlines

and shall mean any day that classes are in session except Saturdays and Sundays.


5. Consequences for Violating Academic Conduct

A. Given an alleged violation of academic honesty, the instructor may impose one or both

of the following sanctions, subject to appeal to the Santa Monica College Honor Council:

(1) dismiss the student from the class or activity for up to two class sessions;

(2) assign a failing grade to the examination or assignment in which the alleged cheating or

plagiarism occurred.

B. Upon receiving a report of alleged academic dishonesty, the College Disciplinarian will

notify the student, the campus Ombudsperson, and the department chair of the content of the

alleged violation. The Campus Disciplinarian will then conduct such investigation as he/she

deems necessary.

Subsequent to investigation, the College Disciplinarian may:

(1) Confirm the sanction imposed by the instructor and notify the student of his/her right to

appeal the sanction to the SMC Honor Council.

(2) Provide the student with the opportunity for a conference with the campus Ombudsperson

or designee in an effort to resolve the accusation informally. As part of the informal resolution

process, the Ombudsperson or designee may confer with the faculty member and department

chair or designee.

(3) Impose sanction under AR 4410. In severe incidents of academic dishonesty, including but

not limited to impersonation, presentation of falsified documents, stealing exams or research

papers, or repeated violations, the College Disciplinarian may suspend or recommend

expulsion of a student from the College in accordance with the procedures set forth in AR

4410.

C. In any case where the College Disciplinarian confirms the alleged incident of academic

dishonesty, he/she shall place in the student’s disciplinary records: a copy of the Academic

Dishonesty Report Form; a summary of the College Disciplinarian’s Investigative Findings;

and a description of the sanction imposed by the Instructor or College Disciplinarian.

A student whose disciplinary records contain a report of academic dishonesty shall be

informed that:

(1) the information placed in the student’s disciplinary record is not part of his/her academic

record at the college and that the disciplinary records will be destroyed within three years,

providing there are no further acts of misconduct;

(2) the student has an opportunity to write a response to each document included in his/her

disciplinary record, and that the response shall be placed on record with the original document;

(3) the inclusion of these documents in the student’s disciplinary records may be challenged if

a student appeals the alleged incident upon which they are based to the SMC Honor Council.

D. The College Disciplinarian and the SMC Honor Council may recommend to the

Superintendent/President and Board of Trustees the revocation of any degrees, certificates,

course credits awarded to a student when findings indicate that a severe incident of academic

dishonesty with direct bearing on the award of the degree, certificate or course credit has

occurred.

52 | P a g e

6. Appeal Procedure

A student has the right to appeal sanctions imposed by the instructor or College Disciplinarian

under AR 4411 through the procedure set forth in AR 4412.

Reviewed and/or Updated: 12/12/06, 12/09/08

Revised: 9/26/2011




1. Mission Statement

Santa Monica College is committed to the academic, social, and ethical development of our students.

We strive to create a learning environment that is challenging and supportive of the community at-

large. We are committed to upholding fundamental values of honesty, trust, fairness, respect,

responsibility, civility, and community. In recognition of this effort we hereby establish this Honor

Code and Honor Council.

2. Honor Code

The Honor Code consists of the following principles:

A. Honesty: means fairness and straightforwardness of conduct; implies a refusal to lie,

steal, or deceive in any way.

B. Integrity: implies that one is true to a trust; one adheres to a code of moral values.

C. Social Responsibility: is demonstrated by adherence to policies of the institution,

departments, labs, libraries and individual classes.

D. Respect and Civility: implies that one will conduct oneself in a courteous and respectful

manner in our communications and actions toward members of the campus community.

3. Student Honor Statement

As testament to their commitment and readiness to join the Santa Monica College academic

community, all students are expected to uphold the Honor Code. At the time of enrollment

students will certify the following statement:

In the pursuit of the high ideals and rigorous standards of academic life, I commit

myself to respect and uphold the Santa Monica College Honor Code, Code of

Academic Conduct, and Student Conduct Code. I will conduct myself honorably as a

responsible member of the SMC community in all endeavors I pursue.

At the direction of a faculty member or testing officer, students may be requested to affirm or

re-affirm their commitment to the Honor Code as they participate in any given examination,

paper submission, or any other academic exercise.


4. Honor Council Responsibilities and Membership

A. Membership

(1) Honor Council membership is extended to up to 17 members of the college

community who are committed to upholding the Mission and Principles of the

Honor Code. The Honor Council shall consist of the following:

a. A minimum of one (1) and up to five (5) students appointed by the Associated Students

President.

b. A minimum of two (2) and up to five (5) faculty members appointed by the Academic

Senate President.

c. A minimum of one (1) and up to five (5) classified employees appointed by the Honor

Council Membership.

d. The College Disciplinarian and one (1) academic manager appointed by the

Superintendent/President.

(2) The Honor Council may remove any member on grounds of malfeasance, misfeasance or

nonfeasance by two-thirds vote of the membership appointed.

53 | P a g e

(3) The Honor Council Chair shall be appointed annually by the Academic Senate President.

The Co-Chair shall be the College Disciplinarian or other academic administrator appointed by

the Superintendent/President. The Chair will work closely with the Office of Student Judicial

Affairs.

B. Responsibilities

The Honor Council shall be guided by the Honor Code and has the following

responsibilities and authority:

(1) To advise and confer with faculty members, administrators, staff, and students

on matters pertaining to academic integrity;

(2) To create and conduct educational presentations designed to promote academic integrity;

(3) To establish operational procedures with the approval of the Joint Academic Senate Student

Affairs Committee and the College Disciplinarian;

(4) To collect and disseminate statistics pertaining to Honor Code violations;

(5) To issue an annual report to the Joint Academic Senate Student Affairs Committee and

campus community on academic integrity standards, policies, and procedures, including

recommendations for appropriate changes;

(6) Other responsibilities as agreed upon with the Joint Academic Senate Student Affairs

Committee;


(7) To provide students accused of violating the Honor Code due process protections via the

implementation of an Honor Council Hearing Board;

(8) To appoint from its members two faculty, two students, and two classified staff to an Honor

Council Hearing Board (“Hearing Board”) to adjudicate cases of alleged violations of the

Honor Code. The Hearing Board will be chaired by an academic administrator appointed by

the Superintendent/President (or designee).

5. Honor Council Hearing Board

A. Appeal Procedure

(1) Given an alleged violation of the SMC Honor Code, a student has the right to appeal any

sanction imposed by a faculty member or the College Disciplinarian through the appeal

procedures established by the College. Upon formal notification of imposed consequences for

alleged academic dishonesty violation, the accused student has ten (10) school days to appeal

such decision to the Honor Council. The term “school day” is used in this Administrative

Regulation for the purpose of calculating deadlines and shall mean any day that classes are in

session except Saturdays and Sundays.

(2) Once the student initiates the appeal process, he or she will be provided the opportunity for

a conference with the campus Ombudsperson or designee in an effort to resolve the accusation

informally.

(3) If no resolution is reached after an informal conference, the student may proceed with a

formal appeal to the Honor Council. An appeal petition, along with any supporting

documentation, must be filed with the Office of Student Judicial Affairs within ten (10) school

days of the informal conference or refusal to participate in such conference.

(4) In all cases where the alleged violations are subject to sanctions less than immediate

suspension, alleged violations of the SMC Honor Code are subject to review by the SMC

Honor Council as stipulated in AR 4412. In cases where a violation is subject to

interim/immediate suspension, appeal shall be governed by the appeal rights afforded in cases

of interim/immediate suspension as described in AR 4410.

(5) Final grade disputes for alleged instructor mistake, bad faith, fraud, or incompetence are

subject to AR 4313 (Grade Appeals Committee). The Grade Appeals Committee will not

adjudicate issues pertaining to academic dishonesty.

B. Hearing Boards

(1) A quorum for a Hearing Board will be established by a minimum of three

hearing board members which must include at least two (2) faculty and one (1)

54 | P a g e

student. The Chair may vote in the case of a tie. Members appointed to a hearing panel must

notify the Honor Council Chair of potential conflicts of interest and are strongly encouraged to

recuse themselves from any such proceedings and deliberations.

(2) Hearing Board hearings are closed to the public. The student may bring legal counsel or

other representatives, however, these individuals may not participate in the proceedings.

Counsel participation will terminate the hearing. Students are required to notify the College of

counsel/guest(s) presence to these proceedings within 48 hours of the scheduled hearing. Each

party will have the right to present written statements, witnesses, if appropriate, and any other

forms of evidence. Each party will have the right to question evidence and supportive

documents.

(3) Standard of Proof

The District will instruct the Hearing Board that the District bears the burden of proof by a

preponderance of the evidence and that preponderance of the evidence means “more likely to

be true than not true.”

(4) Any materials related to the hearing, including electronic recordings of the proceedings,

may not be released to the student requesting the appeal or to any other individual or group. In

accordance with the Family Education Rights and Privacy Act (FERPA) the student may

submit a written request to the College Disciplinarian or designee to inspect and review these

materials. The request must be made no less than one week in advance.

(5) The Hearing Board is empowered with the authority to:

a. Affirm or deny the alleged violation.

b. Where appropriate, educate the student and/or faculty on issues related to academic

integrity.

c. Recommend sanctions commensurate with the violations, including, but not limited

to: failure in assignment, test, course; reprimand, suspension, or expulsion.

d. Reverse instructor-imposed sanctions in the absence of substantive evidence of

alleged academic violation. Substantive evidence may include or consist of instructor’s

account of academic violation.


6. Appeal of Hearing Board Recommendation

A. Within five (5) school days after receiving the written decision of the Hearing Board,

the student or faculty member may request a review of the decision to the

Superintendent/President. A copy of said request shall be sent to the Honor Council

Chair and the College Disciplinarian. The request will state in writing the grounds for

review and will be based upon one or more of the following provisions:

(1) The required procedures were not followed;

(2) There is insufficient evidence to support the Hearing Board’s decision;

(3) The penalty imposed is inappropriate.

B. Superintendent/President Review

(1) Within thirty (30) school days of receipt of the request for review, the

Superintendent/President will review the decision of the Hearing Board and the

basis upon which it was made. The Superintendent/President has the sole

authority to:

a. Adopt the decision of the Hearing Board;

b. Modify the decision of the Hearing Board; or

c. Reverse the decision of the Hearing Board.

(2) The decision of the Superintendent/President will be communicated to the

student in writing, and a copy sent to the Honor Council Chair and College

Disciplinarian. In all cases the decision of the Superintendent/President is final.

Approved: 10/17/06

Revised: 9/26/2011


55 | P a g e

STUDENT NURSES’ ASSOCIATION (SNA)

The Student Nurse’s Association (SNA) is an organization for students of nursing. The purpose of

SNA is to assume responsibility for contributing to nursing education in order to provide for the

highest quality health care; to provide programs representative of fundamental and current

professional interests and concerns and to aid in the development of the whole person, his/her

professional role, and his/her responsibility for the health care of all people.

SNA does this by influencing the educational process; promoting and encouraging participation in

community affairs and activities; influencing health care through involvement in legislative activities;

representing students to the consumer, to institutions and to other organizations; promoting and

encouraging student participation in interdisciplinary activities and in recruitment efforts regardless of

a person’s race, color, creed, lifestyle, gender, national origin, age, or economic status; and promoting

collaborative relationships with other nursing and health organizations.

Nursing students at Santa Monica College (SMC) are members of the campus organization, California

Nursing Student Association (CNSA).

Active membership in the CNSA local Chapter helps develop nursing students’ leadership and

decision-making skills by participation in the political, economic and social activities that have direct

and positive influence on the nursing profession. SMC nursing students are actively involved in

promoting membership at the state and national levels for the development of the profession and of

each student.

Active participation in CNSA has encouraged SMC ADN students to grow as members within the

profession and to develop a broader view of the importance of their role as part of the health care team.

56 | P a g e

STUDENT NURSES’ ASSOCIATION (SNA)

OFFICERS - JOB DESCRIPTIONS

PRESIDENT: The role of the President of the Student Nurses’ Association is fulfilled by the elected

person during the fourth semester of the nursing program.

Responsibilities which should be fulfilled or delegated include: take necessary steps to assure that the

club is registered with the Student Activities’ Office during the first week of the semester; select a

representative and a designated alternate to attend ICC meetings; participate in the decision-making

process for all matters in which student representation is needed; plan faculty and pinning ceremony

planning meetings; organize fund raising events; attend faculty meetings; work with faculty advisors

in planning and coordinating the pinning ceremony; deliver a speech at the pinning ceremony;

communicate on a regular basis with other class officers; participate in orientation for incoming

students; organize and conduct the election process for the positions of President-Elect; remain

accessible to fellow officers and faculty advisors.

VICE-PRESIDENT: The role of Vice-President of the Student Nurses’ Association is fulfilled by the

elected person during the fourth semester of the nursing program.

Responsibilities which should be fulfilled or delegated include: participate in the decision-making

process for all matters in which student representation is needed; attend all club, faculty and pinning

ceremony planning meetings; represent the club President in his/her absence; assist the President with

activities required to conduct the pinning ceremony; lead the nurses pledge at the pinning ceremony;

assume responsibility for ordering and delivering the nursing pins in a timely fashion; participate in

orientation for incoming students; participate in fund raising or charitable events; organize and

conduct the election process for the positions of President-Elect and Vice President-Elect; remain


PRESIDENT-ELECT: The role of President-Elect of the Student Nurses’ Association is fulfilled by

the elected person during the third semester of the nursing program.


process for all matters in which student representation is needed; attend all club and faculty meetings;

coordinate Club Row activities; work with Vice-President-Elect on designated projects; participate in

orientation for incoming students; participate in fund raising or charitable events; represent the

student body in the absence of the President and Vice President; organize and conduct the election

process for position of Secretary and Treasurer; serve as usher at the pinning ceremony; remain

accessible to fellow officers and faculty advisors. Post meeting notices in the SMC student newspaper,

The Corsair.

VICE-PRESIDENT ELECT: The role of Vice-President-Elect of the Student Nurses’ Association is

fulfilled by the elected person during the third semester of the nursing program.


process for all matters in which student representation is needed; attend all club and faculty meetings;

work with the President-Elect on designated projects; participate in orientation for incoming students;

participate in Club Row activities; participate in fund raising or charitable events; participate in

election process for position of Secretary and Treasurer; works with other class officers and Lab

Representatives to assure bulletin boards are current; serve as usher at the pinning ceremony; remain


57 | P a g e

SECRETARY: The role of Secretary of the Student Nurses’ Association is fulfilled by the elected

person during the second semester of the nursing program.

Responsibilities which should be fulfilled or delegated include: attends all club meetings and faculty

meetings when requested; maintains a thorough, written record of all club meetings; posts minutes of

all meetings in timely fashion on student bulletin boards; drafts letters and/or correspondence as

needed to communicate club information; maintains permanent file of all minutes and correspondence;

collects mail from the main campus on a routine basis; serves on committees or works on special

projects at the request of the President; participates in fund raising or charitable events; remain

accessible to fellow officer and faculty advisors.

TREASURER: The role of the Treasurer is fulfilled by the elected person during the second semester

of the nursing program.

Responsibilities which should be fulfilled include: attends all club meetings and faculty meetings

when requested; maintains financial records; gives report of financial activities and status at all

meetings; processes requisitions for reimbursement; processes approved withdrawals of funds; serves

on committees or works on special projects at the request of the President; participates in fund raising

or charitable events; remain accessible to fellow officers and faculty advisors.

INTERCLUB COUNCIL REPRESENTATIVES (ICC): Several students from any of the four

semesters may simultaneously fill the role of ICC Representative. Representatives may volunteer, be

elected by classmates, or be appointed by the President of the Student Nurses’ Association (SNA).

Responsibilities which should be fulfilled include: mandatory attendance at ICC campus meetings;

report Student Nurses’ Association activities and upcoming events at ICC campus meetings; articulate

the goals of the association to other ICC club members; vote on issues that directly relate to the SNA as

a club, such as funding, use of funds, fund raisers; participate along with other officers in petitioning

for extra funding for events held by the SNA; communicate with SNA officers regarding ICC meetings,

policy changes; attend SNA meetings whenever possible.

ICC REPRESENTATIVE: The role of the ICC Representative is fulfilled by an elected person

during the nursing program.

Responsibilities which should be fulfilled include: organize ICC representatives’ schedules that

coordinate with main campus ICC meetings; ICC representatives will give report of main campus

meeting to this official; the ICC representative Supervisor will attend all CSNA meetings and will

recount the minutes of the ICC meetings; remain accessible to fellow officers and faculty advisors.

Class Officers

Class officers are charged with the responsibility of representing their classmates and bringing forth

concerns through appropriate channels. You are encouraged to serve as an officer. Discuss your

concerns with these representatives so that broader discussion can occur at monthly meetings and

across other classes. This is a good place to initiate discussion for possible future change.

Commencement and Nursing Pinning Ceremonies

All students eligible for graduation from the Santa Monica College Nursing Program are encouraged to

participate in the Santa Monica College Commencement Ceremony and the Nursing Pinning

Ceremony. Students should wear the appropriate dress for each ceremony.

58 | P a g e

The Pinning Ceremony is planned by the graduating class with input opportunities from the nursing

faculty. The Assistant Director of the Nursing Program serves as advisor and coordinator to the

planning committee.

59 | P a g e

PROCEDURES FOR ELECTION OF CLASS OFFICERS

General Guidelines

All communication to the class will occur on the day of lecture -- immediately following class (if

more than one lecture day per week, communication will occur on the second day of lecture).

Candidates running for office will run as individuals rather than a team.

All nominated or volunteer candidates must be willing and able to fulfill the responsibilities of the

position.

A simple majority vote will determine the outcome.

Newly elected officers will be expected to begin functioning in their roles immediately.

Secretary and Treasurer

1. During the third week of Nursing 15 students in the first semester will be advised of the upcoming

elections for the officer positions of Secretary and Treasurer by the Vice President-elect and the

President-elect.

2. Students may volunteer to run for office or be nominated by a classmate. If nominated by another,

the person being nominated must indicate their awareness and approval of being nominated.

Names should be submitted to the third semester officers through the Administrative Assistant of

the nursing program within a two-week time frame.

3. The officers receiving the names will prepare a ballot.

4. Ballots will be distributed and collected by the third semester officers during the tenth week of the

first semester. Ballots will be counted in the presence of a faculty advisor.

5. Names of the newly elected officers will be posted on the bulletin board during the tenth week of

the first semester.

President-Elect and Vice President-Elect

1. During the tenth week of the second semester the class will be advised of the upcoming elections

for the class officer positions of President-elect and Vice President-elect by the current President

and Vice President.

2. Names for the positions may be submitted by an individual student or by nomination from another

student. If by nomination, the person being nominated must indicate their awareness and approval

of being nominated. Names shall be submitted through the Administrative Assistant of the nursing

program within a two-week time frame.

3. The officers receiving the names will prepare a ballot.

4. Ballots will be distributed and collected by the President and Vice President during the tenth week

of the second semester. Ballots will be counted in the presence of the faculty advisor.

5. Names of the newly elected officers will be posted on the bulletin board during the tenth week of

the second semester.

The President-elect and the Vice President-elect will ascend to the offices of President and Vice

President during the fourth and final semester.

ICC Representatives

Two ICC (Inter Club Council) representatives volunteer, are elected, or are appointed to attend

meetings of the ICC on main campus as representatives of SNA. They remain accessible to CSNA

officers and faculty advisors. ICC representatives may be from any semester.

60 | P a g e

ADN PROGRAM GRADING CRITERIA AND PROCEDURES

The following criteria apply to the ADN Program grading procedures.

1. Students will demonstrate knowledge of the subject matter as shown by meeting the course

objectives and clinical competencies.

2. Students will achieve at least the satisfactory completion of all clinical assignments within the

timelines specified by the instructor.

3. Students will attend regularly all clinical sessions. Attendance in the clinical is essential for

successful completion of objectives and to provide needed clinical experience. To pass each

clinical rotation, the students must complete the clinical objectives in a satisfactory manner.

4. Students’ clinical laboratory grades are determined by competency-based clinical evaluations and

are expressed as Pass/Satisfactory or Fail/Unsatisfactory. Clinical experiences are evaluated based

on the students’ satisfactory demonstration of understanding, integrating, and applying both theory

and practice from previous and current courses and labs.

5. All nursing lecture classes use the following grade scale:

92-100% = A

83-91% = B

75- 82% = C

70-74% = D*

Below 70% = F*

*In all required courses in the nursing curriculum, both “D” and “F” grades are considered

failing grades.

6. In all nursing courses that have both a clinical and a theory component, the student must receive a

Pass grade in the clinical and a “C” grade or higher in theory in order to pass the course. If a

student fails the clinical portion, the letter grade for the course is “F”. This applies to all nursing

courses with a lab component.

7. A student must receive a minimum of “C” in all nursing courses to remain enrolled in and complete

the nursing program.

8. The following nursing support courses, which are part of the approved total curriculum, also

require a minimum grade of “C”.

Anatomy 1 Physiology 3 Nursing 36

English 1 Psychology 19 Nursing 17

Microbiology 1 Sociology 1 Nursing 19

Speech 5

Students are encouraged to make an appointment with the appropriate clinical or lecture instructor if

they experience any difficulty understanding the objectives, criteria, grading, or content of any

assignment in any course. Full-time instructors post and announce their office hours and office phone

61 | P a g e

extension for this purpose. Part-time instructors should be approached before or after class for

appointments or may be contacted through the Health Sciences Department by phone (310-434-3450).

Students should follow the appropriate communication channels (see Section IV. Student Role, Student

Concerns/Problems, Procedures for Students’ Concerns). Any problems that cannot be resolved with

the instructor should be referred to the Associate Dean of Health Sciences, as detailed in the

Procedures for Students’ Concerns.

Notice of Deficiency

A student is notified that he or she is “at risk” at any time he or she is functioning below the minimally

acceptable level of performance in either the clinical or academic areas of the program. To help the

student return to good standing, he or she will receive a “Statement of Concern”, stating areas that need

improvement, suggestions for making these improvements, and a date by which the deficit behaviors

must be corrected. A Statement of Concern sample form is located on the following page. In lieu of a

“Statement of Concern” a midpoint rating of needs improvement or unsatisfactory will serve as notice

of deficient behaviors. If the midpoint evaluation is needs improvement or is unsatisfactory, a copy of

the midpoint evaluation will be provided to the student.

Students are encouraged to take an active role in their learning by seeking the available resources to

assure their success in the program before they become “at risk”.

When deficit behaviors are more serious, more frequent, or persistent, in a variety of areas or when

behaviors pose a danger to the patient, a “Plan of Correction” may be given to the student by the

instructor. A sample form is located on the following pages, and includes information clarifying the

serious nature of the circumstances warranting use of this document. The issuance of this document

constitutes due process and may initiate a process of program dismissal.

62 | P a g e

Santa Monica College - Health Sciences

Nursing Program

STATEMENT OF CONCERN

Student Name: ___________________________________________ I.D. _______________________

Date: __________________ Observations/Evaluation made by: ____________________________

On (date of occurrence(s) _____________________________________________________________

Expected Behaviors:

Deficit Behaviors:

Remediation/Correction Required:

Time Limit for Remediation/Correction:

Implication(s) of Non-correction:

____ I have read and accept the above statement (and agenda, if attached).

____ I have read and do not agree with the above statement and will submit a written

rebuttal within 48 hours.

____ I have received a copy of this document.

__________________________________ ________________________________________

Signature (Student) Signature (Instructor)

___________________________________

Date/Time

NOTE: If a rebuttal is elected and is not submitted within 48 hours, the Instructor’s statement

will be assumed to be accepted.

63 | P a g e

Santa Monica College - Health Sciences

Nursing Program

PLAN OF CORRECTION

Name of Student: _______________________________ Date: _______________________

Clinical Course: _______________________________ Subject: WRITTEN WARNING NOTICE

This Written Warning Notice is to inform you that your behaviors in the clinical setting do not meet

course objectives. You are receiving this Written Warning Notice as of _________________ for:

(include description of what occurred as well as what should have occurred) Deficit Behavior/Expected

Behavior

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

A student may receive a Written Warning Notice two times throughout the course of the program

unless it is for gross negligence. If a student receives a third Written Warning Notice, the student will

be dismissed from the program.

Please be advised that this is your _____ First Written Warning Notice

_____ Second Written Warning Notice

_____ Dismissal Notice from the Instructor

Please note that students who receive a first Written Warning Notice should meet with their instructor

for conference. Students who receive a second Written Warning Notice should meet with their

instructor and the Associate Dean of Nursing for a conference. Students who are dismissed from the

program have the option of meeting with their instructor and the Associate Dean of Nursing for a

conference. Please refer to the Student Handbook for the Readmission/Appeal Process.

A student may be placed on Written Warning Notice at any point during the semester for any of the

following reasons:

1) Placing a patient in physical jeopardy

2) Placing a patient in emotional jeopardy

3) Failure to demonstrate competence

4) Gross Negligence

Physical jeopardy is defined as any action or inaction on the part of the student, which in the judgment

of the instructor, compromises the patient’s physical safety. Emotional jeopardy is defined as any

action or inaction on the part of the student, which in the judgment of the instructor compromises the

patient’s emotional safety. Failure to demonstrate competence is defined as the lack of possession of

or the failure to exercise that degree of learning, skill, care, and experience ordinarily possessed and

exercised by students of the same level. The student exercises an inability to demonstrate mastery of

64 | P a g e

previous or current course content as described in course objectives. Gross negligence is defined as an

extreme departure from the standard of care, which, under similar circumstances would have been

exercised by a student of the same level. A student may be dismissed for one instance of behavior that

can be classified as gross negligence.

You are receiving a Written Warning Notice as your behaviors fall into the category(ies) of

__________________________________________________ listed above.

This memo also constitutes written warning of clinical lab failure in

______________________________.

Please recognize that unless immediate changes occur in your behavior, a below passing grade may be

issued at the end of the course.

Specific suggestions for improvement are as follows:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Student Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

I have read and understand this memo and the suggestions for improvement. I have received a copy of

this memo.

____________________________ __________ ________________________ _________

Signature of Student Date Signature of Instructor Date

________________________________ _________

Signature of Associate Dean of Nursing Date

NOTE: If a rebuttal is elected and is not submitted within 48 hours, the Instructor’s statement

will be assumed to be accepted.

cc: 1) Student 2) Instructor 3) File (orig. doc.) 4) Associate Dean, Health Sciences

65 | P a g e

KEY FOR CLINICAL EVALUATION RATING SCALE

Health Sciences Department

Nursing Program

KEY FOR CLINICAL EVALUATION RATING SCALE

“S”: SATISFACTORY

The student’s performance would be considered SATISFACTORY (S) if the following behaviors are

manifested:

1. Performs the expected behaviors safely.

2. The quality of performance is at expected level of achievement.

3. Performs the expected behaviors at or within the designated time period.

4. Seeks appropriate guidance, validation, direction, and supervision.

5. Transfers previously acquired knowledge and skills to current practice.

6. Deliberatively communicates therapeutically.

7. Written assignments submitted when due.

8. Wears correct/clean/complete attire, name tag, and adheres to student dress code standards.

9. Consistently demonstrates professional behavior.

“N.I.”: NEEDS IMPROVEMENT

The student’s performance would be considered as NEEDS IMPROVEMENT (N.I.) if any of the

following behaviors are manifested:

1. Behaviors manifested incorrect but caused no harm because instructor/staff person intervened

with questions, data, further instructions.

2. Preparation inadequate or not related to specific needs of assigned patient.

3. Manages time ineffectively.

4. Unable to accurately perform previously acquired skills or not knowledgeable regarding

expected skill performance.

5. Assumes observer/follower role vs. active caregiver role after first day of care in new

unit/clinical area

6. No deliberative therapeutic communication or client teaching performed.

7. Written assignments submitted one or more days late and/or with limited/incomplete data.

8. Inconsistent performance of expected clinical behavior.

9. Inconsistently demonstrates professional behaviors.

10. Wears incorrect/unclean/incomplete attire, does not wear name tag, and does not adhere

to student dress code standards.

“U”: UNSATISFACTORY

The student’s performance would be considered UNSATISFACTORY (U) if any of the following

behaviors are manifested:

1. Behaviors manifested are unsafe and have potential for causing harm if not changed/corrected/

or further action taken.

2. Demonstrates lack of and/or incomplete knowledge of principles, correct techniques, effects of

actions, and/or nursing implications.

3. Consistently lacks incomplete and/or inadequate preparation for care.

4. Incorrect and/or inaccurate information given to client.

5. Impedes client’s communication/expression of feelings and fears.

6. Fails to perform the expected criteria within the designated time period, after repeated

instruction, guidance, and remediation opportunity.

66 | P a g e

7. Fails to seek appropriate guidance or keep appropriate people informed.

8. Requires more than the expected amount of instruction and guidance for the stated level of

performance. Continues to require frequent reminders by instructor to complete assignments.

CLINICAL EVALUATION GRADING PROCEDURE

Students are expected to transfer and integrate knowledge and skills learned in previous nursing

courses and related courses for successful completion of this course.

Behaviors are related to clinical course objectives and will be listed in the specific evaluation tool for

each course in the nursing program which has a clinical component.

At the conclusion of N1L, N2L, N 3L, N 4L a student may receive a “N.I.” in up to three behaviors and

receive a passing grade with a Statement of Concern or Plan of Correction to be completed by a

specific date, and no later.

Students in N30L, N35L may receive a N.I. in up to two behaviors and receive a passing grade with a

Statement of Concern of Plan of Correction to be completed by a specific date, and no later.

Students in N40L, N45L may receive a N.I. in up to one behavior and receive a passing grade with a

Statement of Concern of Plan of Correction to be completed by a specific date, and no later.

Students in N50L may not receive a N.I. in any behaviors and receive a passing grade.

If a student exceeds the above number of N.I.s for each course No Credit will be given. A “U” in any

behavior will result in No Credit being given. Physically or emotionally jeopardizing a patient as

specified in the SAFE CARE DIRECTIVES may result in dismissal from the program. Students must

comply with the SAFE CARE DIRECTIVES in order to remain enrolled in and complete each clinical

component of a course.

Failure in the companion theory course constitutes No Credit for clinical regardless of performance

rating and the student will not be permitted to progress in the nursing program

08/19

67 | P a g e

SAFE CARE DIRECTIVES

All nursing students must be expected to provide safe nursing care to assigned/selected patients. A

student is expected to

1. maintain confidentiality

2. give safe patient care based upon previous and concurrent learning experiences.

3. implement nursing care using the nursing process.

4. implement the physician’s written orders.

5. observe, interpret, and record the patient’s responses to treatment.

6. use the Standards of Care/Practice defined by each clinical facility, which are consistent with

course level objectives to provide safe care.

7. adhere to the Code of Academic Conduct at all times. Dishonesty and/or concealment of any

errors in nursing practice constitute unsafe practice.

8. follow the hospital medication procedure/policy for medication administration and the following:

a. state the expected effect for each medication.

b. state the major side effects for each medication.

c. state the rationale for giving each medication.

d. assess the desired effects; report and document them.

e. assess the side effects of every medication given; report and document them.

f. verify each medication with the doctor’s written order.

g. know contraindications for each medication.

h. know the nursing implications of each medication.

i. know the safe dosage range of each medication.

j. calculate what the correct dosage should be.

k. if you are a first-year student, give medication ONLY when supervised by the clinical

instructor or designated RN.

l. if you are a second-year student, give medication with supervision of the clinical instructor or

preceptor RN in accordance with clinical objectives.

9. never administer any medication that was reconstituted, prepared, drawn up, or poured by another

health care provider, unless prepared by the pharmacist or his/her representative.

10. maintain awareness of assigned patients’ scheduled procedures and the related nursing

implications.

11. incorporate principles of safety when performing nursing care.

12. be prepared to state underlying principles when implementing nursing care.

13. follow facility policy regarding removal of narcotics.

68 | P a g e

14. comply with the BRN Nursing Practice Act.

Because of the serious consequences for patient comfort and/or health, any violation of these critical

behaviors constitutes unsafe nursing behavior and may result in a student’s dismissal from the program.

To protect the patient’s well being, the clinical instructor may dismiss from the clinical area students

considered unsafe.

The instructor may contact the Associate Dean of Health Sciences or designee and request a formal

dismissal of the student from the program. In that case, the nursing faculty will convene and the

instructor involved will present written documentation for requesting the student’s dismissal. The

student in question will be given the option to present an explanation of his/her behaviors either

verbally or in written form and the faculty will vote on the decision.

If the student is to be dismissed, he or she will be notified in writing or by telephone within five

working days. Students so dismissed will not be eligible for readmission.

69 | P a g e

PROFESSIONAL ROLE DEVELOPMENT

Policy: In order to promote the development of students in their role as members within the

profession of nursing, students are encouraged to become active participants within the nursing

program, the profession and the community. Students meeting the activity may receive up to an

additional 2% of their earned course points. For example, in a course, which has a total possible point

value of 400, a student earning 350 points may receive up to a maximum of 7 bonus points.

Professional role development points cannot be used to achieve a passing grade. Students must be

passing the course with 75% or better to be eligible for the additional 2%.

STANDARDS FOR PROFESSIONAL ROLE DEVELOPMENT ACTIVITIES

1. Students will submit a proposal of their professional development activity to the lead theory

instructor on the Professional Role Development Activity Proposal Form within two week of the

course start date (one week for courses < eight weeks). Late proposals will not be accepted. The

lead theory instructor will approve or disapprove the proposal within one week and return a signed

copy of the proposal to the student. The student must commit to at least six (6) hours of service in

the Medical – Surgical nursing courses.

2. Students will submit a Report of Professional Role Development Activity Form to the lead theory

instructor pursuant to instructor guidelines. Late reports will not be accepted.

3. Students will be responsible for arranging and completing the Professional Role Development

Activity within the prescribed time frames of the course.

4. The Professional Role Development Activity must be performed on a volunteer basis, i.e., no fees

will be charged or monies received for participation. The activities should include new learning

experiences.

5. Students are representing Santa Monica College and will abide by the policies of the Santa Monica

College Student Nurse Handbook and the community agency if applicable.

PROFESSIONAL ROLE DEVELOPMENT SUGGESTED ACTIVITIES

1. Serve as a class officer in the Student Nurses Association.

2. Attend and participate in at least three nursing faculty meetings.

3. Serve and participate on a standing committee within the nursing program.

4. Attend a continuing education program approved by the Board of Registered Nursing (BRN) which

is six contact hours or greater.

5. Attend a Board of Registered Nursing disciplinary hearing or a general BRN meeting.

6. Administer influenza vaccine with Instructor supervision at a community clinic.

7. Volunteer on a crisis intervention hotline.

70 | P a g e

8. Teach a CPR course (must have an instructor’s certificate).

9. Participate in a blood pressure screening clinic.

10. Participate in a Health Fair.

11. Volunteer at Planned Parenthood.

12. Volunteer at a school based health clinic.

13. Volunteer at a homeless shelter.

14. Explore health care issues of an ethnic group other than your own at a community health care

center.

15. Participate in an immunization clinic at a Health Department with Instructor supervision.

16. Volunteer at the Braille Institute.

17. Attend/volunteer at a meeting of a professional organization.

71 | P a g e

Santa Monica College Nursing Program

PROFESSIONAL ROLE DEVELOPMENT ACTIVITY PROPOSAL FORM

Student Name: ____________________________________________________________

Nursing Course Number: _____________________________________________________

Description of Activity: __________________________________________________________

________________________________________________________________________

________________________________________________________________________

Date(s)

______________________________________________________________________________

Time(s)

______________________________________________________________________________

Proposed Number of Hours

______________________________________________________________________________

Objectives:

1. ______________________________________________________________________________

______________________________________________________________________________

2. ______________________________________________________________________________

______________________________________________________________________________

3. ______________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

__________________________________________________________________________

Student Signature Date

******************************************************************************

(For Instructor Use)

_____ Approved _______ Disapproved

Instructor Signature________________________ Date__________________

Comments:

______________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

72 | P a g e

SANTA MONICA COLLEGE NURSING PROGRAM

REPORT OF PROFESSIONAL ROLE DEVELOPMENT ACTIVITY

Student Name: ________________________________________________________

Nursing Course Number: ______________________________________

Description of Activity (Attach copy of course objectives or certificate of completion, if applicable)

_____________________________________________________________________________

_____________________________________________________________________________

______________________________________________________________________________

Date(s) ______________________________Time(s) __________________________________

Total Hours Completed: ________________________________________________________

1. What did you learn by participating in this activity?

2. How will you apply what you learned to your student nursing practice?

_______________________________ ___________________________________

Student Signature Instructor Signature/Date

_______________________________ ___________________________________

Date Number of Points Awarded

________________________________________

Agency Verification

________________________________________

Title

73 | P a g e


DISMISSAL, FAILURE, WITHDRAWAL AND READMISSION POLICY

Criteria for Dismissal

Dismissal: Dismissal is defined as removal from the nursing program according to the policies,

requirements, and/or regulations of any of the following entities: 1) Santa Monica College Nursing

Program; 2) Santa Monica College; 3) California Board of Registered Nursing and/or 4) Affiliating

Agencies. Students who are dismissed from the nursing program are not eligible to return to the

nursing program. Dismissal from the nursing program includes, but is not limited to the following:

Behavior inconsistent with the American Nurses Association Code of Ethics.

Failure to comply with established college, nursing program, and/or clinical facility regulations

and requirements.

Violation of Safe Care Directives, California Board of Registered Nursing Regulations, or

scope of nursing practice.

Any form of dishonesty (refer to the SMC Honor Code and Code of Academic Conduct).

In critical cases, such as unsafe clinical performance, dismissal may be considered without prior

warning or probation. This may be determined initially by any faculty member followed by

concurrence of the faculty as a whole (see AR 4344 Students Dismissed from a Program as a Result of

Unsafe Performance). Unsafe students are not eligible for re-entry into the SMC Nursing Program.

Criteria for Failure

Failure: Failure is defined as non-progression in one or more courses during a semester or

intersession. Failure in a course with a companion laboratory component (i.e., Nursing 10/Nursing

10L) is considered as one exit from the nursing program. Failure in the nursing program includes, but

is not limited to the following:

Final grade below “C” or “no credit” in any required course in the nursing curriculum.

Failure to show a consistent pattern of satisfactory behavior in the clinical setting or failure to

meet course objectives.

Behavior inconsistent with the American Nurses Association Code of Ethics.

Failure to comply with established college, nursing program, and/or clinical facility regulations

and requirements.

Any form of dishonesty (refer to the SMC Honor Code and Code of Academic Conduct).

http://nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.pdf

http://nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics.pdf

74 | P a g e

The Santa Monica College Nursing Program has a two time admission policy. Any nursing course

within the approved curriculum may be repeated only one time. Failure to successfully complete the

program during the second admission will preclude further re-entry.

Withdrawal Policy

Students who withdraw from the Nursing Program may reapply once, regardless of the reason for

withdrawal (i.e., elective withdrawal, leave of absence, illness, failure, pregnancy). Students who

voluntarily withdraw from the nursing program are responsible for notifying all involved instructors

and the nursing counselor in addition to officially withdrawing from the courses. Withdrawal from a

nursing course is considered as one exit from the nursing program. The Santa Monica College Nursing

Program has a two time admission policy. Any nursing course within the approved curriculum may be

repeated only one time. Failure to successfully complete the program during the second admission will

preclude further re-entry.

Students may withdraw from most classes online through Corsair Connect. It is the student’s

responsibility to withdraw from a class—informing the instructor is NOT sufficient. Failure to

withdraw (officially drop) from a class could result in a grade of F. A complete explanation of how

withdrawal deadlines are determined is available online (see Board Policy Manual or the annual SMC

College Catalog). Please note that short-term courses have earlier or different deadlines. Go to

www.smc.edu and click on “Dates and Deadlines” for details).

Readmission Policy and Procedure

Readmission to the SMC Nursing Program

Those students who have exited the program or failed a nursing course will be required to make an

appointment with the nursing counselor to develop a Remediation Plan. Students will not be eligible

for readmission to the nursing program until remediation has been successfully completed and all

applicable assessments have been successfully passed. The Remediation Plan and all applicable

assessments must be successfully completed within one year of the student’s program exit date (Please

read the Readiness/Retention Policy in the Nursing Student Handbook.).

The process for readmission is initiated by the student through submission of a letter of request to the

Associate Dean of the program. Students exiting the program must meet with the nursing counselor to

develop a remediation plan, participate in remediation activities, and successful complete remediation

prior to being added to the re-entry waitlist. A chronological wait list exists for each course. In the

event that two or more students reapply at the same point in time, ranking will be established through

random draw. Admission will be granted based on space availability. The Student Affairs Committee

will make a recommendation to the faculty for students requesting readmission by exception.

Students who apply for readmission after twelve months of leaving the program (and/or if there have

been major curriculum changes) may be required to take additional courses.

Students who have been accepted for readmission will re-enter the program at times compatible with

class scheduling and class space,

Revised: 07/2013

http://www.smc.edu/ACG/BoardofTrustees/Pages/Board-Policy-Manual.aspx

http://www.smc.edu/CollegeCatalog/Pages/default.aspx

http://www.smc.edu/CollegeCatalog/Pages/default.aspx

http://www.smc.edu/

75 | P a g e

Santa Monica College

Nursing Program

Criminal Background Check/Drug Testing Policy

A criminal background check and a drug screening test are required from all conditionally accepted

applicants for admission and from returning students requesting readmission to the nursing program.

The purpose of this requirement is to comply with the policies of the clinical agencies where students

complete the lab component of the nursing courses. The clinical lab component of the program is

fundamental to nursing education. Therefore, we must abide by the rules and policies of the agencies

that provide clinical experience to the SMC nursing students. The agencies require that all nursing

students placed at the facilities maintain a clear or negative background check and a negative drug test.

Consequently, all conditionally accepted applicants, students requesting readmission, and continuing

students (when requested) are required to provide evidence of a clear or negative background check

and a negative drug test for entry to the SMC Nursing Program.

Criminal Background Check

The background check must be done upon entry, re-entry, and as requested by the nursing program.

The time frame in which the background check may be completed and the results submitted will be

designated by the Director. The clinical agencies require a negative/clear background check. Therefore,

if the student’s background check is not clear, students will not be able to enter or remain in the

nursing program. The frequency of Criminal Background Checks will be determined by the

requirements of the clinical agencies. If there is a question regarding a student’s results, the Director

of the nursing program will confer with the Chief of the college police department to determine

eligibility for the program.

Drug Screening Test

The drug screening test must be done upon entry, re-entry, and as requested by the nursing program.

The time frame in which the test may be completed and the results submitted will be designated by the

Director. Additionally, continuing students may be subject to random drug testing at the clinical site

per the discretion of the clinical agency. Clinical affiliates of the Nursing program require evidence of

a negative drug screening test from all students assigned to participate in the clinical lab experience at

their facilities. Therefore any student with a positive drug screening test cannot be admitted to or

continue in the Nursing program. The frequency of Drug Screening will be determined by the

requirements of the clinical agencies.

Instructions

Upon conditional acceptance to the Nursing Program, students will be provided with instructions on

how and where to complete the background check and drug screening. The background check and drug

screening are performed by independent services and the cost is the responsibility of the student.

Results of background check and drug testing will be accepted only from Santa Monica College

Nursing Program approved agencies/organizations. The criminal background check and drug screening

test may not be completed prior to notification from the Director.

The Director of the nursing program will review the results after the student has signed a release

allowing the Director access to the information. The background check certificates and test results will

be assigned identifying passwords and will be kept confidential. The details of the test results will not

be provided to the clinical agency. However, in situations where the clinical agency requires further

details, the clinical agency will make a request directly to the student for the needed information.

76 | P a g e

Positive results on the drug screening test or refusal to be tested and/or unsatisfactory background

checks, including failure to disclose information, may result in forfeiture of admission to the nursing

program or dismissal from the nursing program.

Revised 8/2019

77 | P a g e


READINESS/RETENTION POLICY

The primary purpose of the SMC Nursing Program Readiness/Retention Policy is to assist students in

the completion of the nursing program. Additional outcomes of the readiness/retention policy are a

decrease in the attrition rate of the nursing program and an increase in the number of highly qualified

nurses in California. Readiness/Retention services and support will be available to all students who

have completed the SMC Nursing Program application process. However, students who demonstrate a

need for additional services to enhance their success in the program will be required to participate in

Readiness/Retention Activities.

Pre-Nursing Students

Students who have completed the nursing program application process for admission to the program

must pass a California Community College Chancellor’s Office approved admissions assessment prior

to entrance into the program. If a prospective student does not successfully complete the assessment,

the student will be required to participate in readiness and/or remediation activities. Following

successful completion of the readiness and/or remediation activities the student must pass the

readiness/admission assessment(s).

Prospective students will not be admitted to the nursing program until the readiness and/or remediation

activities are completed and the readiness/admission assessment(s) have been passed. Readiness and

remediation activities must be completed within one year of the initial diagnostic assessment.

Readiness and remediation activities completed at other colleges or institutions will not be accepted by

the nursing program at Santa Monica College.

78 | P a g e

Student completes nursing program application

Student application and documentation is evaluated for minimum admission

requirements. If Necessary: *Course Substitution/Equivalency Petition (s)

processed * Transcript Evaluation (s) processed

If minimum application requirements are met, student completes NLN-PAX

RN admission assessment

Student meets the score

requirement for the NLN-

PAX admissions assessment

Student does not meet the

score requirement for NLN-

PAX admissions assessment

and is referred to Counselor

to create Readiness Plan

Student satisfactorily

completes Readiness

Plan and meets the

score requirement for

the NLN-PAX

admissions assessment

retake within one year

of their initial

diagnostic assessment.

Student does not

complete Readiness Plan

and or does not meet the

score requirement for the

NLN-PAX admissions

assessment retake within

one year and is removed

from Nursing Program

Waitlist*

Multi-criteria ranking system used to determine eligible

students for Conditional Acceptance*into the Nursing

Program: Conditional Admission Criteria Include:

Attend Mandatory Nursing Orientation*If student is not

selected via Multi-criteria ranking system, the student is

ranked as an “alternate” ** If “alternate” student is not offered

Conditional Admission, the student has the option to re-apply

during the next application period

STEP ONE

STEP TWO

STEP THREE

STEP FOUR

Algorithm for Nursing Program Entry

79 | P a g e

Students Enrolled in the Nursing Program

In an effort to ensure all enrolled Nursing Students have the support necessary to successfully complete

the Nursing Program, currently enrolled students are required to meet with a Nursing Counselor for a

“Retention Meeting” at least once per semester. The Retention Meeting is designed to survey the

students’ commitment to the program, level of achievement, knowledge and utilization of support

services, and if needed, refer the student to needed services. Through this regular contact with the

Nursing Counselors the program hopes to identify issues early that might interfere with a student’s

progress in the program and to supply necessary interventions prior to any significant drop in student

achievement.

Currently enrolled students who demonstrate a need for additional services may self identify or may be

identified by a Faculty Member, Nursing Counselor, and/or other staff as “At Risk”. Once identified,

students will be required to create a Retention Plan with a Nursing Counselor and participate in

activities as specified within their approved plan. Failure to participate in activities as outlined in the

Retention Plan, may result in ineligibility for re-entry into the program, should the student exit.

Characteristics that may indicate a student’s need for additional services are…

self determined need for additional services

failure to participate in learning activities,

failure of a course exam or quiz,

poor mid course evaluation,

poor clinical performance,

failure to adequately demonstrate Level Competencies,

possession of a cumulative course grade below 78%,

passing a nursing course with a percentage of 78% or lower, and/or

HESI Mid curricular score of less than 800.

A Retention Plan may include, but is not limited to mandatory…

meetings with a Nursing Counselor once per course,

attendance in Supervised Tutoring – NURSNG 900 (if available),

completion of skills practice hours in the Nursing Skills Lab,

participation in Level Competency activities,

participation in Web Accessible Nursing Tutorials or other available tutoring, and/or

participation in remediation/skills development activities during summer or winter intersession.

Updated 06/2009

80 | P a g e

Student is identified by

faculty or self as “At Risk”

Student is contacted by or

referred to a Counselor for

meeting

Student and Counselor

create a Retention Plan

based on needs and

resources available

STEP ONE

STEP TWO

STEP THREE

STEP FOUR Follow up. Counselor and student

meet again to discuss progress.

Didactic coursework and

assessments

Concurrent with coursework

Web Accessible Nursing

Tutorials (Software for Nurses)

Computer Lab Based Nursing

Software Tutorials

N900 Supervised Tutorials

Counselor Meeting at least once

per course

Peer Support /Study Groups

Media Resources – Check-out

Policy

Faculty Mentor

Peer Mentor (Student Nurses

Association)

Individualized Tutoring with

Staff or Faculty Member

Counseling 1 or 20

SMC Student Services (Financial

Aid, Disabled Students,

Psychological Services, Etc.)

Intersession Options

Nursing 90A – Staff Nurse

Mentoring

Counseling 1 or 20

Nursing Concepts Seminar

Plato Learning web based

software

Clinical coursework


Mandatory number of hours in

the Skills Lab

Peer Support Groups/Study

Groups

Individualized Tutoring with

Staff or Faculty Member


Association)

Faculty Mentor

Intersession Options

Nursing 90A – Staff Nurse

Mentoring

Counseling 1 or 20


Plato Learning web based

software

Personal Conduct



Association)

Faculty Mentor

SMC Student Services

(Financial Aid, Disabled

Students, Psychological

Services, Etc.)

Counseling 1 or 20

Meet w/ instructor

Meet with Counselor

Retention Plans may include but are not limited to the following

Algorithm for Intervention and Retention of Currently Enrolled Nursing Program Students

81 | P a g e

Advanced Placement or Transfer into the SMC Nursing Program

The following students are not eligible for admission or transfer to the SMC nursing program: 1)

students who have withdrawn failing from another nursing program; 2) students who have failed a

theory course in a previous nursing program 3) students who received an unsatisfactory clinical

evaluation; 4) students who are not eligible for readmission from another nursing program. All

students seeking Advanced Placement or Transfer into the SMC Nursing Program must be evaluated

to determine Readiness and/or Remediation needs. Those students who have exited another nursing

program in good standing within a year of application to the SMC Nursing Program may be able to

waive the Remediation Plan requirement upon Counselor approval. Students will not be eligible for

admission to the nursing program until remediation has been successfully completed and all

applicable assessments have been successfully passed.

A Remediation Plan may include, but is not limited to mandatory…

assessment of basic skills (Reading Comprehension, Math, and English), if not previously

completed,

enrollment and successful completion of remedial/skills development courses (grade of “C” or

better),

meetings with a Nursing Counselor, Faculty member, and/or staff person

skills practice hours in the Nursing Skills Lab and verification of skills proficiency, and/or

participation and successful completion of Web Accessible Nursing Tutorials or other

available tutoring.

Upon completion of the remediation plan, a student will be eligible for admission to the program.

82 | P a g e

Re-admission to the SMC Nursing Program

Those students who have exited the program or failed a nursing course will be required to successfully

complete a Remediation Plan prior to re-admission to the program. Students will not be eligible for

re-admission to the nursing program until remediation has been successfully completed and all

applicable assessments have been successfully passed. The Remediation Plan and all applicable

assessments must be successfully completed within one year of the student’s program exit date*.

A Remediation Plan may include, but is not limited to mandatory…

assessment of basic skills (Reading Comprehension, Math, and English), if not previously

completed,

enrollment and successful completion of remedial/skills development courses (grade of “C” or

better),

meetings with a Nursing Counselor, Faculty member, and/or staff person

enrollment and successful completion of Supervised Tutoring – NURSNG 900 (if available)

skills practice hours in the Nursing Skills Lab and verification of skills proficiency, and/or

participation and successful completion of Web Accessible Nursing Tutorials or other

available tutoring.

Upon completion of the remediation plan, a student will be eligible for readmission to the program.

Level Competencies are groups of skills, behaviors, and knowledge that are identified as

performance standards for each of the four SMC Nursing Program levels as outlined in the Level

Objectives.

*Students who exit and were not previously identified as “At Risk” may be able to waive the

Remediation Plan requirement and/or the one year time limit with Counselor approval.

Updated 11/8/2011

83 | P a g e

STEP FOUR Follow up. Counselor and student meet again to discuss progress.

STEP FIVE Student provides Counselor with signed confirmation of successful

completion of Remediation Plan from associated Staff and/or

Faculty (must be completed within one year of program exit)

STEP SIX Counselor identifies student on Re-entry Waitlist as being eligible

for program re-entry

Didactic coursework and

assessments

Web Accessible Nursing Tutorials

(Software for Nurses)

Computer Lab Based Nursing

Software Tutorials

Counselor Meetings

Peer Support Groups/Study Groups

Media Resources – Check-out Policy

Individualized Tutoring with Staff or

Faculty Member

Counseling 1 or 20

SMC Student Services (Financial

Aid, Disabled Students,

Psychological Services, Etc.)

Counseling 1 or 20


Plato Learning web based software

Clinical coursework

Mandatory number of

hours in the Skills Lab

Peer Support

Groups/Study Groups

Individualized Tutoring

with Staff or Faculty

Member

Counseling 1 or 20

Nursing Concepts

Seminar

Plato Learning web

based software

Personal Conduct


Association)

Faculty Mentor

SMC Student Services

(Financial Aid, Disabled

Students, Psychological

Services, Etc.)

Counseling 1 or 20

Meet with Counselor

Remediation Plans may include but are not limited to the following

Algorithm for Re-entry Students

Student completes Letter of Request for

Re-entry

Student completes Exit Survey with

Counselor and is put on Re-entry Waitlist

Student and Counselor create Remediation

Plan based on needs and resources available

STEP TWO

STEP THREE

STEP FOUR

STEP ONE Faculty notifies Associate Dean of Health

Sciences of student’s exit

84 | P a g e


TRANSFER AND CHALLENGE POLICIES FOR

PREVIOUS EDUCATION IN THE FIELD OF NURSING

The Associate Dean of Health Sciences will evaluate previous nursing education and/or experience

for the purpose of granting credit either by course challenge or transfer credit for equivalent nursing

education courses. The applicant for challenge or transfer must also meet the same admission

requirements as the generic student. Challenge procedures are not an option to remediate failing

grades from previous nursing courses.

1. Each applicant is given individual consideration. An applicant may qualify by completion of

one or a combination of methods. The following applicants may be considered for transfer

credit or challenge procedures:

a. Students transferring from accredited two or four-year colleges will be

granted transfer credit for equivalent nursing education courses taken within

two years prior to the date of transfer. Credit will be granted in accordance

with the established college policy on transfer credits.

85 | P a g e

Students transferring from accredited schools of professional nursing, such

as diploma programs or colleges in other countries, are eligible for advanced

placement and/or allowed to take challenge examinations provided the

applicant has completed clinical experience in a registered nursing program

within two years prior to the date of transfer. It should also be recognized

that challenge examinations may be necessary for this person in order to

receive credit and units toward graduation requirements.

b. Licensed Vocational Nurses must hold a current California license, is in

good standing with the California Board of Vocational Nursing and at least

one year of direct patient care in the past two years.

c. LVN students will be required to score at least 75% or above on selected

Maternal-Child and Pediatric tests in order to waive the comparable course.

Testing fees will be incurred by the student seeking course equivalency.

d. Any person who has served on active duty in the medical corps of any

branch of the armed forces and who has completed the basic course of

instruction in nursing, or its equivalency, and whose separation from the

armed services was under honorable conditions, is eligible for advanced

placement. Challenge examinations may be necessary for this person in

order to receive credit and units toward graduation requirements. Please see

Challenge/Advanced Placement Policy for Military Trained Healthcare

Personnel.

e. Licensed Vocational Nurses who are current California license holders

in good standing should request a nursing program brochure and college

catalog to review their options for entry. The LVN may seek an ADN

degree or the 30 Unit Option curriculum. All other policies and procedures

of Transfer and Challenge are applicable.

86 | P a g e

2. Placement in the appropriate nursing course is dependent upon available space. If no

space exists, qualified applicants will be placed on a waiting list and accepted in turn based

on chronology.

3. Transcript Review Policy: College courses taken at other educational facilities are assessed

via transcript by appropriate college counselors. Courses specific to the approved nursing

curriculum are assessed by the Associate Dean of Health Sciences. Equivalency may be

granted based on sufficient combinations of the following:

transcripts

course outlines

catalog descriptions course syllabi

In all instances the applicant will be notified in writing of the evaluative outcome and the

appropriate form stating the outcome will be placed in the student’s file.

4. All general education courses required as part of the nursing curriculum will be accepted

for transfer credit in accordance with the college policy. If coursework for consideration was

taken in a non-accredited or unrecognized institution, disposition will be determined by the

Counseling Department. A CLEP examination or course repeat may be necessary.

5. Challenge Policy/Procedure: In order to challenge any course the student applying for

challenge should:

a. Complete prerequisites required for the course you wish to challenge. Proof of

completion must accompany the request. If the course is the first course in the

nursing program, then all nursing program requirements must be met.

b. Submit a written request to the nursing program stating the desire to challenge a

specific course 6-8 weeks prior to the start of the course.

c. Receive the course syllabus and any further written instructions from the Instructor

of Record including a timeline for completion of the challenge.

d. Complete the challenge requirement with an average score of at least 75%.

Please note that challenge requests for any course that includes both a theory and clinical component

will include an examination for theory and a performance evaluation of clinical competence. The

written examination will be administered first and must be successfully completed (75%) prior to the

clinical performance evaluation.

Challenge examinations may include objective, multiple choice questions, short answer questions or

discussion type questions. Upon completion of challenge requirements, the challenger will be

notified of the results on a designated form. A copy of the completed form will be placed in the

student’s file.

In order to meet a clinical performance challenge, the student must be in compliance with the

requirement of the clinical agency (CPR – immunizations – malpractice – tuberculin skin testing –

clear criminal check – facility orientation).

An individual may have only one attempt to challenge a particular course. If unsuccessful, the course

must be taken in the traditional manner.

LVNs requesting exemption from pediatrics and obstetrics must take the NLN specialty exams and

score at least 75% and pass the practicum with a satisfactory rating to be exempt. Licensed psych

technicians must take the NLN psychiatric nursing exam and score at least 75% and pass the

practicum with a satisfactory rating. The student is responsible for incurring the cost of the exams

and the cost of the practicum.

87 | P a g e


CHALLENGE/ADVANCED PLACEMENT POLICY FOR MILITARY TRAINED

HEALTHCARE PERSONNEL INTO THE NURSING PROGRAM

Effective: 2/2019

Issue Dates: 10/5/16, 1/1/17, 2/2019

Challenge/Advanced Placement Policy for Military Trained Healthcare Personnel

Individuals who have held Military Health Care Occupations, specifically: Basic Medical

Technician Corpsman (Navy HM or Air Force BMTCP), Army Health Care Specialist (68W

Army Medic) or Air Force Independent Duty Medical Technician (IMDT 4N0X1C) may

achieve advanced placement into the 2nd semester of the nursing program with documentation

of education and experience qualifying them for the specific Military Health Care

Occupation, and proof of honorable discharge.

Policy:

1. Acceptance of Military Challenge students into the Associate Degree Nursing

Program is contingent upon space availability.

2. Military challenge students who were not successful in a previous nursing program

are not eligible to apply for admission to the nursing program as an Advanced

Placement student.

3. Applicants must complete the National League for Nursing Pre-Admission

Examination (NLN-PAX) with a score of 114 or above before being eligible for

Nursing 19 or the Challenge procedure.

4. Applicants must successfully complete Nursing 19, Orientation for Advanced

Placement.

5. All ADN Prerequisites must be completed prior to Nursing 19, Orientation for

Advanced Placement.

6. If Nursing 19 is not offered, the applicant may choose the following Challenge

procedures.

Nursing 19 Challenge Procedures:

Applicants must successfully pass:

1. HESI Fundamentals Exam with a score of 850 or greater.

2. Nursing 36, Calculations in Drugs and Solutions challenge exam with a score of 75%

or better.

3. Skills competency exam

Procedure:

1. Interested candidates must request an appointment with the Nursing Counselor at

least four weeks prior to any application period to discuss eligibility requirements for

the Associate Degree Nursing Program.

2. Applicants considered for advanced placement will include those individuals who

have satisfactorily completed, within the last two years from the date indicated on the

applicant’s DD-214, education and experience for the following:

88 | P a g e

a. Basic Medical Technician Corpsman (Navy HM or Air Force BMTCP)

b. Army Health Care Specialist (68W Army Medic)

c. Air Force Independent Duty Medical Technician (IMDT 4N0X1C)

3. Applicants applying for transfer credit must submit the following materials verifying

education and experience: official copies of transcripts from appropriate education

program(s), demonstrating satisfactory completion of coursework and clinical

experience.

4. Documentation of experience

5. After a review of the applicant’s documentation and upon determination that the

applicant has met the educational and experience requirements as well as the

additional nursing program admission requirements, the student will be required to

successfully pass Nursing 19, Orientation for Advanced Placement.

6. If Nursing 19 is not offered the applicant must successfully pass the HESI

Fundamentals exam, a competency skills exam, and a dosage calculations challenge

exam.

7. The HESI Fundamentals exam, skills competency examination, and the challenge

exam for Nursing 36 Calculations in Drugs and Solutions must be completed eight

weeks prior to admission to the program, unless waived by the Director of the

Nursing Program.

8. The following materials will be available to the applicant once challenge confirmation

is made:

a. Nursing 36 course syllabus

b. List of skills for competency exam

c. Nursing Skills textbook used in SMC’s Nursing Program

9. If the above requirements are not met the student should attend an information session

to learn more about the Generic RN program.

89 | P a g e


CHALLENGE/ADVANCED PLACEMENT POLICY FOR INTERNATIONAL

REGISTERED NURSES INTO THE NURSING PROGRAM

Effective: 9/2019

Issue Dates: 8/2019

Challenge/Advanced Placement Policy for International Registered Nurses

The Nursing Program offers the opportunity for Registered Nurses from outside the USA to

fulfill California Board of Registered Nursing requirements to correct a noted deficiency in

an area of nursing education which prevents eligibility for NCLEX-RN.

Policy:

1. The International Registered Nurse must have a letter from the California Board of

Registered Nursing stating the nursing area(s) deficiencies.

2. If the area(s) to be completed includes medical surgical nursing these courses cannot

be completed at Santa Monica College because medical surgical nursing is included

throughout the entire SMC Nursing curriculum.

3. Acceptance of International Registered Nurse into the Associate Degree Nursing

Program is contingent upon space availability.

4. International Registered Nurses who were not successful in a previous nursing

program are not eligible to apply for admission to the nursing program as an

Advanced Placement student.

5. Applicants must meet all general entrance requirements of Santa Monica College

including completion of designated prerequisites for the Nursing major.


Examination (NLN-PAX) with a score of 114 or above before being eligible for

Nursing 19 or the challenge procedure.


procedures.





or better.


Procedure:


least eight weeks prior to any application period to discuss eligibility requirements for




90 | P a g e





exam.




Nursing Program.


is made:



c. Nursing Skills textbook used in SMC’s Nursing Program



91 | P a g e


CHALLENGE/ADVANCED PLACEMENT POLICY FOR LICENSED

VOCATIONAL NURSES INTO THE NURSING PROGRAM

Effective: 9/2019

Issue Dates: 2/2017, 9/2019

Challenge/Advanced Placement for Licensed Vocational Nurses

Santa Monica College offers an Associate Degree Nursing Program that prepares students to

meet the standards of the California Board of Registered Nursing. Licensed Vocational

Nurses may apply for Advanced Placement into the second semester of the Nursing Program.

Policy:

1. In order to be eligible for advanced placement, the LVN applicant must have:

a. A current unencumbered California LVN license

b. Proof of IV certification

c. One year’s experience in direct patient care within the past two years.

2. Acceptance of LVN students into the Associate Degree Nursing Program is

contingent upon space availability.

3. LVN challenge students who were not successful in a previous nursing program are

not eligible to apply for admission to the nursing program as an Advanced Placement

student.

4. Applicants must meet all general entrance requirements of the Associate Degree

Nursing Program including completion of designated prerequisites for the Nursing

Major.


Examination (NLN-PAX) with a minimum score of 114 before being eligible for

Nursing 19 or the challenge procedure.

6. The 5 year recency rule for core sciences is waived for the LVN who is currently

practicing.

7. Applicants must successfully complete Nursing 19, Orientation for Advanced

Placement.

8. All ADN Prerequisites must be completed prior to Nursing 19, Orientation for

Advanced Placement.


procedures.





or better.


92 | P a g e

Procedure:


least four weeks prior to any application period to discuss eligibility requirements for


2. LVN applicants considered for advanced placement will include those individuals

who have:

a. A current unencumbered California LVN license

b. Proof of IV certification

c. One year’s experience in direct patient care within the past two years.

3. Applicants applying for transfer credit must submit the following materials verifying

education and experience: official copies of transcripts from appropriate education

program(s), demonstrating satisfactory completion of coursework and clinical

experience.

4. Documentation of experience from employer.







exam.




Nursing Program.


is made:



c. Nursing Skills textbook used in SMC Nursing Program

9. If accepted, the LVN will be placed in Nursing 3/Nursing 3L.



93 | P a g e


RECORD OF CHALLENGE COMPLETION

Name of Student:

_______________________________________________________________________

Name of Course Challenged:

______________________________________________________________

Inclusive Dates of Challenge:

_____________________________________________________________

Evidence of Challenge:

Results: Credit______ No Credit ______(*)

___________________________________

Signature, Instructor of Record

(*) Asterisk indicates evidence of failure to achieve satisfactory performance.

94 | P a g e


ESSENTIAL FUNCTIONS REQUIRED OF NURSING STUDENTS

The Nursing Program at Santa Monica College does not discriminate against qualified individuals

with disabilities. A qualified applicant is defined as an individual who has met the academic

requirements and is able, with or without reasonable accommodation, to perform the essential

functions of a nursing student. All students enrolled in the program are required to meet the same

standards with or without accommodation. The essential functions required for all nursing students

are described below. A student must be able to adequately monitor, observe, and assess healthcare

needs of the patient and communicate effectively with other health care professionals and staff.

Auditory includes, but is not limited to, the ability to:

receive and interpret information a patient is communicating verbally

receive and interpret auscultation sounds using a stethoscope

receive and interpret auditory signals from technical equipment

receive and respond to cries for help

communicate using telecommunication devices, such as a telephone

Visual includes, but is not limited to, the ability to:

monitor, observe, and assess drainage on dressings and drainage of body fluids

note fluid levels in collection devices, syringes, and infusion devices

read gauges, such as a sphygmomanometer, that monitor patient progress

administer treatments such as I.V. fluids and oxygen

observe changes in patient skin color

discriminate colors for diagnostic purposes

assess movements of patients

observe general patient behavior, especially in rehabilitation or psychiatric settings

Tactile includes, but is not limited to, the ability to:

perform palpation and other functions necessary for a physical examination

assess texture, shape, size temperature and vibration

perform therapeutic functions, such as inserting a urinary catheter or I.V., changing

dressings, and administering medications

collect specimens necessary for assessment of the patient

Gross and Fine Motor Coordination, Neuromuscular Strength includes, but is not limited to, the

ability to:

transfer patients (i.e., from wheelchair to bed and from bed to stretcher)

perform palpation, auscultation, and percussion to elicit information

manipulate diagnostic instruments to perform all aspects of a physical assessment

perform CPR

administer intravenous, intramuscular, subcutaneous and oral medications

manipulate life support devices

apply therapeutic pressure to stop bleeding

navigate safely in patient care environments

perform treatments and procedures

calibrate diagnostic and treatment equipment

95 | P a g e

General Physical Stamina: A student must be able to tolerate sitting, standing, moving, and

performing nursing care activities to assigned patients in clinical labs and health care environments

in the required timeframe.

Communication is the ability to communicate effectively and sensitively with patients, family

members, and other members of the health care team. It is both expressive and receptive modes of

verbal, nonverbal and written communication. It includes, but is not limited to, the ability to:

access electronic medical records and input data using site specific systems

utilize electronic medical records for the purpose of retrieving medications from an

automated dispensing system

explain treatment procedures to patients and family members

initiate health teaching with patients and family members

document nursing assessment, nursing action, and patient /family responses

access documentation and medical literature pertaining to the patient

accurately report patient information to other health care professionals and members of

the patient’s health care team

Social Behaviors include the ability to establish and maintain appropriate professional relationships,

such as the ability to:

act ethically

demonstrate compassion

develop professionally mature, sensitive, caring, and effective relationships with patients and

other members of the health care team

Cognitive/Emotional Capabilities includes emotional health concurrent use of his or her

intellectual abilities including:

effectively prioritize competing demands

function successfully in stressful circumstances

separate one’s own needs and experiences from the situation at hand to maintain

objectivity and patient-centered care

adjust to changing circumstances

exercise reasonable clinical judgment

respond appropriately to supervisor’s direction

6/04

Updated 12/12

96 | P a g e


ACADEMIC ADJUSTMENTS FOR STUDENTS WITH DISABILITIES

In accordance with State and Federal law, academic requirements at SMC shall be modified, as

necessary, to ensure that they do not discriminate, or have the effect of discriminating on the basis of

handicap, against qualified handicapped applicants or students. The Website is

http://www.smc.edu/disabledstudent/. The procedure for seeking an adjustment is as follows:

1. A qualified handicapped student contacts the instructor or instructors prior to or at the beginning

of the semester with a request for an academic adjustment;

2. The instructor or instructors discuss the request with the student and confer with the staff at the

Center for Students with Disabilities—phone (310) 434-4265; TDD (310) 434-4273—in determining

an appropriate adjustment;

3. A qualified handicapped student may also seek an adjustment by requesting staff at the Center for

Students with Disabilities to initiate contact with the instructor(s); and

4. If the student, instructor(s), and staff at the Center for Students with Disabilities are unable to

agree on an appropriate adjustment, the matter may be referred to Sandi Burnett, ADA/Section 504

Compliance Officer. You may call her at (310) 434-4442, or send e-mail to

[email protected].

http://www.smc.edu/disabledstudent/

http://www.smc.edu/disabledstudent




mailto:[email protected]

97 | P a g e

NURSING STUDENT DRESS CODE

Appropriate street clothes or uniforms are to be worn in the classroom.

Uniforms, only, should be worn to the clinical setting unless otherwise specified by the

instructor. Students who are visiting clinical facilities in preparation for clinical

assignments should also be in full uniform. (as described below) or in appropriate

business casual attire. Clothing made out of denim fabric may not be worn in clinical

facilities.

Uniforms should follow the criteria outlined below:

o The uniforms are Landau Galaxy Blue V-Neck with two front pockets and

matching elastic waistband pants/shirts. The school patch is sewn on the left

shoulder of each uniform.

o The uniforms are embroidered on the left chest side in white script that

reads:


Nursing Program

A white crew neck short or long sleeve undershirt or tank top may be worn under the

uniform. The sleeves of the short sleeve undershirt should not be visible.

Only Landau Galaxy Blue scrub jacket may be worn when providing patient/client

care. It must be embroidered on left chest with white script that reads: Santa Monica

College Nursing Program. The school patch is sewn on the left shoulder of the scrub

jacket.

Uniforms must be neat, clean, pressed, and odor free.

Men and women should wear undergarments as part of their uniform. The

undergarments should not be visible.

White, non-canvas, nursing shoes, with or without laces, and stockings or plain white

socks are to be worn with the uniform. The shoes and laces should be kept clean at

all times. Tennis shoes, athletic shoes, and open backed shoes are NOT

appropriate footwear with the uniform.

The student’s name pin, required at every clinical facility, is worn on the left side of

the uniform. The school’s patch is available at the SMC Bookstore. It is to be sewn

on to the left shoulder of each uniform.

The student’s photo I.D., provided at Station “D” on the SMC Main Campus, is

required at every clinical facility and is worn as part of the uniform at the V-neck or

on the right side of the top. Student’s photo I.D. must be readily visible at all times.

98 | P a g e

The student’s hair should be neat and off the face and shoulders. Extreme hairstyles

and/or colors, either wigs or natural, are not appropriate. Brightly colored hair

ornaments or clips are not appropriate.

Male students should be clean shaven and keep their mustaches neatly trimmed to

the contour of the lip line. All other facial hair is prohibited to accommodate

personal protective equipment.

The student’s fingernails should be kept short and even with the fingertips, well

groomed, and neat. Students may wear neutral shades of nail polish. Extreme shades

of polish or chipped nail polish are not appropriate. Acrylic nails are not to be

worn in the clinical setting.

Jewelry is generally not appropriate with uniforms. Wedding bands, engagement

rings or one simple flat ring may be worn. One pair of simple stud earrings may be

worn—one stud earring in each earlobe. Costume jewelry, chain necklaces, body

jewelry, or brightly colored jewelry is not acceptable with uniforms.

Visible body piercings, other than simple stud earrings, are not acceptable.

Visible tattoos are not acceptable. The student bears the responsibility to conceal

tattoos by applying make-up designed for this purpose or by wearing a regulation

scrub jacket or undershirt.

Students may wear cosmetics in moderation.

Strong scents such as perfumes, colognes, or aftershave lotions are not appropriate.

Sweaters are not appropriate while giving patient care. Only the Landau Galaxy Blue

scrub jacket may be worn when providing patient/client care.

Other required parts of the uniform in the patient care area include the following:

o A watch with a second hand or display

o A penlight

o Bandage scissors (5 ½” to 6” long)

o Hemostats (5 ½” to 6” straight or curved with teeth)

o Stethoscope

o Protective eyewear

o One-way CPR mask

o Notebook (5 ½” x 4”)

A washable white nursing organizer pouch may be worn with the uniform.

In some psychiatric settings business casual street clothes with pockets should be

worn. Your instructor will clarify the dress code for each clinical placement.

Students who are not appropriately attired, odor-free or well groomed will be

excused for the clinical day from the clinical setting without earning credit for the

day and will receive a statement of concern. If a student disputes the instructor’s

action, the Associate Dean of Health Sciences will be asked to mediate and will

make the final determination.

99 | P a g e

*Non-compliance with the established dress code, may result in the student being dismissed for the

clinical day and/or a statement of concern.

• The uniforms consist of a scrub top and matching scrub pants by Landau in the color

galaxy blue and in a 65% polyester – 35% cotton fabrication. The uniforms shall

follow the criteria outlined below:

The scrub top shall be either the women’s V-neck top with two front pockets or the

unisex V-neck top with one chest pocket. Note that men are permitted to wear the

women’s top with two front pockets, as the appearance is similar to the unisex top

and the second pocket may be useful.

The school patch shall be sewn on the left shoulder of the scrub top.

The following shall be embroidered in white script on the upper left chest of the

scrub top:++ Santa Monica College Nursing Program

The pants shall be the matching women’s and men’s scrub pants with a fully elastic

waistband that sits at the natural waist.

Note that these pants have been approved for the uniform because of both their

polyester-rich, wrinkle-resistant fabrication as well as their classic fit with a relaxed

leg and traditional rise that sits roughly at the natural waist. Students are permitted

to wear other Landau galaxy blue pants in a slightly different fabrication and with a

waistband that is not fully elastic; provided, however, that it is each student’s

responsibility to ensure that the uniform has a professional appearance at all times

and that any alternative scrub pants:

1. Are substantially similar to the approved pants in terms of

appearance and fabrication and closely match the required scrub top,

2. Have a waistband that does not sit below the natural waist and is

secured at all times (for example, any drawstrings must be pulled tight and

securely tied), and

3. Have hip, thigh, and leg openings are not too slim or tight.

• Students are permitted to wear a matching Landau galaxy blue scrub jacket in the same

65% polyester – 35% cotton fabrication as the uniform. Only this scrub jacket may be

worn over the uniform when providing patient/client care.

The school patch shall be sewn on the left shoulder of the scrub jacket.

The following shall be embroidered in white script on the upper left chest of the

scrub jacket:


Nursing Program

Revised 2/23/2018

100 | P a g e

STUDENT ATTENDANCE POLICY - CLINICAL

Classroom and clinical experiences are provided for each student to facilitate fulfillment of course

objectives. The SMC Attendance Policy is addressed in the college catalog. The attendance policy

and procedures for the nursing program are located on this and the following pages.

Tardiness

Students are expected to arrive on time for all class and clinical experiences. A student who is tardy

to clinical two or more times will be counseled by the Instructor of Record and will be subject to the

following sanctions:

a) late three times in a course will be considered equal to one absence.

b) Statement of Concern for excessive tardiness will be instituted.

c) may not be allowed to remain in clinical.

d) Further tardiness will be considered excessive and may be a cause for course dismissal.

Absence

Student absences are considered excessive when a student is absent more than 2 days in an 8 week

course or 1 day in a 5 week course. A Statement of Concern will be written by the Clinical Instructor

after the second absence in an 8 week course or after the first absence in a 5 week course or if the

clinical meets only 1 day per week. Students with excessive absences may be dismissed from the

course and exited from the nursing program.

Students who are ill are expected to seek appropriate medical care. Students should not attend the

clinical setting if experiencing an elevated temperature, a draining wound, a communicable disease

or an inability to function. If there is any doubt as to whether or not one should be present in the

clinical setting, the Clinical Instructor should be consulted and will make the final determination.

The Instructor of Record may request written medical approval and/or verification before allowing

return to the clinical area.

Regardless of the number of hours absent, the student will still be held accountable for fulfillment of

course (theory and clinical) objectives.

If a student is absent from clinical to the extent that objectives cannot be met, any of the following

options may be applied at the Instructor’s discretion:

a. clinical make-up with the Instructor of record

b. course failure

In cases of acute or prolonged illness, or conditions requiring surgery, the student should consult

with the Associate Dean of Health Sciences to determine the best course of action.

101 | P a g e

Failure to meet standards of punctuality and attendance shall be considered in the evaluation

and grading of student performance.

Rev. 9.29.10, 12.3.12

Procedure for Notification of Absence or Lateness

1. If it is necessary to be absent or to arrive late for the clinical or classroom experience, it is the

responsibility of the student to notify the Instructor and/or the clinical facility prior to the

scheduled start time.

2. In addition, the student should notify the Administrative Assistant of Health Sciences, of the

absence prior to the scheduled start time (310) 434-3450. A message may be left on voice mail.

Please include: your name, the course and location you will be absent from, state the reason for

the absence and your expected return date.

3. Absences lasting more than one day require daily instructor notification unless other

arrangements have been made.

102 | P a g e

STUDENT ILLNESS, INJURY, OR PREGNANCY

The policies detailed below exist for the protection of students, patients, clinical personnel, and

faculty.

1. Injury in the classroom or clinical setting should be reported immediately to the nursing

Instructor who will oversee completion of necessary medical care forms. The Associate

Dean of Health Sciences and SMC Health Services (http://www.smc.edu/healthcenter/)

should be notified as soon as possible of any occurrences.

2. Students with a visible injury or having had a potentially communicable illness must furnish

a clearance statement from their physician before returning to the classroom or clinical

setting.

a. “Visible injuries” include conditions requiring casts, canes, crutches, slings,

elastic bandages, dressings, or open, draining wounds.

b. “Potentially communicable illnesses” include skin rashes, sore throats, and

productive coughs.

c. Students with severe upper respiratory symptoms, draining wounds, cold

sores, fever, crutches, casts, and other signs of illness or disability may be

allowed in the classroom but will not be allowed in the clinical area.

Exceptions may be considered on a case-by-case basis.

3. Letters from physicians regarding student illness, injury, or pregnancy should include

specific limitations or restrictions to the student’s activities, as well as a statement defining

the classroom and clinical activities the student is allowed.

a. Pregnant students must submit such a letter from their physician stating any

restrictions to their activities, approval to continue with activities required by

the nursing program, and the estimated date of delivery.

b. Before students can return to the nursing program, any limitations previously

imposed must be followed up by a written release from their physician and

clearance from the SMC Health Center.

4. To be permitted to remain in any instructional setting, students should be physically able to

meet the objectives of the course or clinical requirements.

http://www.smc.edu/healthcenter/

103 | P a g e

ADDITIONAL PROGRAM REQUIREMENTS

Effective Fall 2010

Drug Dosage Calculations Test

In all of the nursing courses students will be required to successfully pass a drug dosage

calculations test. The test will be appropriate for the medications that are administered in the

clinical lab course. If a student does not successfully pass the drug dosage calculations test at

the required passing rate within the number of allowable attempts, the student will not pass

the clinical lab course and will be exited from the nursing program. The pass rate on the drug

dosage calculations test will increase with each level as follows:

Semester Passing Rate Number of

Test Attempts

1st Semester 80% 3

2nd Semester 80% 3

3rd Semester 90% 2

4th Semester

(N40 & N45)

(N6 & N7) 90% 2

Issue Date: Fall 2010

Revised: 8/2019

104 | P a g e

CLINICAL REQUIREMENTS

Students and faculty are considered guests of the clinical facility and appropriate behavior, as

detailed below, should be observed at all times.

1. Students should park their cars in areas designated by the clinical facility and abide by its

parking regulations.

2. Students must adhere to the clinical facility’s policy on smoking.

a. Smoking is not allowed in any clinical area.

b. Smoking is allowed only in clearly designated areas.

3. Students are to engage in appropriate clinical facility activities like charting and reading

charts and/or activities that meet course objectives. Purely social activities are not

appropriate unless requested by facility personnel. Students are expected to communicate

with staff personnel, etc. in a professional manner and maintain a professional demeanor

when in the clinical facility.

4. In general, students should not answer the telephone at the nurses’ station unless they have

been directed to do so by hospital personnel.

a. A student should not make or receive personal calls while at the

hospital. Cell phones or mobile pagers should be left in the

student’s car or in a backpack or locker, not on the student.

b. Emergency phone calls should be directed to the Health Sciences

Department at (310) 434-3450.

5. Since violation of patient confidentiality is unethical, unprofessional, and illegal, students

and faculty should not discuss patients and their conditions or facility personnel or policies

in any public area (regardless of the source of data i.e. computer).

6. Students should perform all procedures under the direct supervision or with the permission

of the instructor. Students should check with the instructor before performing a procedure

requested by facility personnel.

7. Although patients may wish to express their gratitude by giving students and/or faculty a gift,

such gifts must be refused because accepting them violates the philosophy of the SMC

nursing program and may compromise treatment.

8. Additional student requirements include the following:

a. Students should report to the clinical facility in full uniform at the

appointed time. In the psychiatric setting, conservative street clothes

are worn.

105 | P a g e

b. Students should provide their own transportation to and from the

clinical facility and accept sole and full responsibility for any

accidents or injuries incurred as a result of that travel.

c. Students should report immediately to the instructor if they become

ill or injured while on lab assignment or in the clinical area.

d. Students should not accept verbal medical orders from a nurse or a

physician. Students should follow only orders written on the

patient’s chart and signed by the physician.

e. Students should not leave the clinical facility for any reason during

their scheduled time without the instructor’s permission.

9. Proof of current CPR and First Aid must be on file in the Health Sciences office at least two

weeks prior to the first clinical course. Students must have on file in the Health Sciences

Department and the SMC Health Center evidence of their physical examination,

immunization records, and validation of any physical restriction or limitations. Students

must also have a clear criminal background check performed by the agency identified by the

Nursing program.

a. Portions of the physical exam must be updated annually, (CPR,

Tuberculin skin test or chest x-ray). Failure to submit proof will

prevent the student from attending the clinical component of the

course. Program health requirements must be on file in the Health

Sciences office two weeks prior to the course start. Non-compliance

will result in an inability to attend the assigned clinical experience

with the ensuing risk of being dropped from the course. American

Heart Association CPR Health Provider cards are valid for two (2)

years.

b. Students are responsible for updating the physical exam and

notifying the Health Sciences Department of this by submitting a

copy of the negative TB or CXR and the completed required

immunizations to the Health Sciences department.

c. Validation of malpractice insurance must be in the Health Sciences

office two weeks prior to the start of the program and two weeks

prior to the start of the course being entered when updated (must be

updated annually).

d. The course instructor has the option to deny Professional Role

Development opportunities or points when students are not in

compliance with program requirements.

e. CPR certification for health care providers, tuberculin skin testing,

(or chest x-ray), and malpractice insurance must be updated yearly.

f. Students must show proof of health insurance coverage (required by

some health care facilities).

106 | P a g e


SOCIAL AND ELECTRONIC MEDIA POLICY

Introduction

The social and electronic media policy is based upon state and federal legislation and best practices

for the use of this technology. Students are expected to be knowledgeable of and adhere to all current

legislation including the Health Information Portability and Accountability Act (HIPAA).

Inappropriate use of social media may violate state and federal laws established to protect patients,

their privacy and confidentiality. Violations may result in civil and/or criminal penalties, personal

liability for defamation, harassment and/or invasion of privacy. Postings on the Internet are

discoverable by law even when they are deleted.

Use of Social and Electronic Media for SMC Student Nurses:

SMC student nurses must adhere to all applicable rules and regulations and legislation

concerning patient privacy before they attend clinical (i.e., HIPAA).

Students will not take or post images or information regarding clinical facilities, staff,

patients, patients’ family or friends, any patient body organs, fluids, wounds, dressings,

medical equipment, or human patient simulators.

Audio and visual images from the classroom, clinical setting, skills lab and simulation may

not be posted on social or electronic media. Disclosure of exam items before, during or after

the exam or sharing school papers for the purpose plagiarism are considered information that

should not be shared in any format.

Electronic social networking (i.e., “Facebook,” “MySpace,” “Twitter”, email, text, etc.) is

not permissible during scheduled class or clinical time.

Posting comments on social media sites and/or other online venues about other students,

faculty or staff at Santa Monica College which may constitute “cyberbullying” or lateral

violence is against the social media use policy. If it’s negative, belittling, mocking or

intimidating, or can be construed in such a manner, do not post it. Students who choose to

communicate electronically via social networking sites are held responsible for the content

they post.

All students are required to read the National Council of State Boards of Nursing (NCSBN)

publication, “White Paper: A Nurse’s Guide to the Use of Social Media,” on their website:

https://www.ncsbn.org/Social_Media.pdf

Recording by any method is by permission of the instructor only.

Recordings of any kind may not be shared, transmitted, or sold and must be destroyed at the

end of each course.

Photograph and video recording by students is not allowed in class or clinical.

Use of electronic devices during class or clinical (i.e., cell phones, ipads, laptop computers)

is by the permission of the instructor only and/or facility policy.

Cell phones are not to be utilized in patient care areas unless they are the official cell phone

of the facility and are utilized for the purpose of patient care.

Do not present yourself as an official representative or spokesperson for the Santa Monica College

nursing program.

Consequences of inappropriate use, actions, and/or behaviors related to the use of social and

electronic media include, but are not limited to:

https://www.ncsbn.org/Social_Media.pdf

107 | P a g e

Violation of any of the above guidelines for any reason and regardless of intention may be

grounds for dismissal from the clinical facility and/or the nursing program.

Students who violate these guidelines may not be eligible to re-enter the nursing program.

1/13, 8/17

108 | P a g e


STATEMENT ON HONESTY

The California Board of Registered Nursing protects the public by screening applicants for licensure

to identify potentially unsafe practitioners. Statutory authority for denial of licensure is set out in

Business and Professions Code, sections 480-487, 496, 810, 820-828, 27500-2765, and 2795-2797.

The law provides for denial of licensure for crimes or acts that are substantially related to nursing

qualifications, functions, or duties. A crime or act meets this criterion if, to a substantial degree, it

indicates present or potential unfitness to perform nursing functions in a manner consistent with the

public health, safety, or welfare (California Administrative Code, section 1444).

The Board may deny licensure on the basis of:

1. being convicted of a crime substantially related to the practice of nursing;

2. committing any act involving dishonesty, fraud, or deceit with intent to substantially benefit

oneself or another or to injure another substantially;

3. committing any act that constitutes ground for revocation of a license;

4. making a false statement on the application for license;

5. breaching examination security.

The nursing faculty agrees with the California Board of Registered Nursing that the above behaviors

are not consistent with safe nursing practice. Therefore, the faculty reserves the right to dismiss from

the nursing program any student who evidences not only the above described behaviors but also

plagiarism, cheating on examinations, lying on any school, department, or hospital documents, or

performing any act of dishonesty in the clinical area. (See also the “Code of Academic Conduct”).

The website for the California Board of Registered Nursing is http://www.rn.ca.gov.

109 | P a g e


SUBSTANCE ABUSE POLICY

In the matter of nursing students impaired by alcoholism, drug abuse, and emotional illness, the

California Board of Registered Nursing recognizes that:

1. these are diseases and should be treated as such;

2. personal and health problems resulting from these diseases can affect students’ academic

and clinical performance and the impaired nursing students are a danger to themselves

and a grave danger to the patients in their care;

3. nursing students who develop these diseases can be helped to recover;

4. nursing students have the responsibility to voluntarily seek diagnosis and treatment for

any suspected illness;

5. confidential handling of the diagnosis and treatment of these diseases is essential.

Furthermore, the Board expects Schools of Nursing to ensure that instructors have the responsibility

and authority to take immediate corrective action with regard to the student’s conduct and

performance in the clinical setting. The Santa Monica College Health Sciences Department’s

contract with affiliating agencies provides for an instructor to assume this responsibility and have

this authority. Therefore, impaired nursing students will not be allowed to continue in the program.

Reinstatement in the nursing program will be considered on a case-by-case basis in compliance with

BRN policy.

Although it is outside the Board’s scope of function to endorse or recommend a particular course of

therapy, it does wish to inform nursing students of the importance of seeking voluntary help for

conditions that could, if left unattended, lead to disciplinary action and prevent them from being

licensed to practice nursing in California.

Students impaired by alcoholism, drug abuse, or emotional illness who do not voluntarily seek

assistance of the Center for Wellness and Wellbeing at Santa Monica College may be referred to this

service by their instructor. All counseling associated with this service is confidential and its goal is

to enable students to resolve any personal problems that may affect their educational experience.

For more information:

STATE OF CALIFORNIA-DEPARTMENT OF CONSUMER AFFAIRS

BOARD OF REGISTERED NURSING

TELEPHONE: (916) 322-3350, website http://www.rn.ca.gov/

110 | P a g e

SANTA MONICA COLLEGE – ADN POLICY

The Santa Monica College ADN Program agrees with the Board of Registered Nursing Guidelines

for schools of nursing in dealing with the matter of nursing students impaired by alcoholism, drug

abuse and emotional illness.

If a student is impaired by alcohol, drug(s) or emotional illness, the student will be asked to leave the

theory or clinical setting. The professor will counsel and/or refer the student to an appropriate

individual/agency.

The signature below indicates that the student has read the above statement and the related Santa

Monica College policy.

Signature: _____________________________________________

Date: _______________________

Print Name: ____________________________________________

111 | P a g e


POLICY FOR STUDENTS CONTACTING CLINICAL FACILITIES

Effective: 8/2019

Issue Date: 8/2019

Policy:

Students will not make contact with individual clinical sites and/or hospital staff employees

until they have been given direction and contact information by the clinical instructor and/or

staff member in the Health Sciences Department of Santa Monica College.

If there are any concerns with the assignment, clinical practice and/or safety at the clinical

facility the student should first contact their clinical instructor for resolution.

Failure to comply may lead to dismissal from the nursing program.

112 | P a g e

SMC CAMPUS RESOURCES AND FACILITIES

Santa Monica College offers many resources that provide assistance to students while attending

SMC. The following is a list of some resources that may be of most interest to the nursing student.

Refer to the SMC Catalog for a complete listing. SMC is currently involved in major construction

and department location and telephone numbers are subject to change. Please verify the location

and telephone number with the website and/or directory. Please contact each department of

interest for their program guidelines.

ADMISSIONS AND RECORDS - (310) 434-4380

Inquiries about admissions, records, registration, transcripts, petitioning for

graduation, and all academic progress of the student are directed to the office of

Admissions and Records. Students may also refer to Santa Monica College’s

website (www.smc.edu) to gain information. The nursing counselor is available to

answer questions related to these areas. After attending a semester, students may

obtain grades and register for classes via telephone (310-434-4333) or Web.

AUXILIARY OFFICE (student health insurance) - (310) 434-4255

Student Insurance: Each full-time student who purchases a student body card may

purchase accident and health insurance for a reasonable fee. For further information,

contact the Auxiliary Office.

CENTER FOR STUDENTS WITH DISABILITIES - (310) 434-4265

http://www.smc.edu/disabledstudent/

Santa Monica College makes every effort to make its campus fully accessible to students with

disabilities. The Center for Students with Disabilities offers guidance on admissions requirements

and procedures, as well as a number of special programs to help students with their academic,

vocational, and career planning goals. Counselors are available at the Center to assist with

situations, which may arise. Other services available are tutoring, priority registration, specialized

equipment/high tech center, readers and learning disability assessment. Bundy Campus is accessible

for those students traveling via wheelchair or walker.

EXTENDED OPPORTUNITY PROGRAM SERVICES (EOPS) - (310) 434-4268

http://www.smc.edu/eops/

EOPS is a state-funded program designed to assist the disadvantaged student with

emphasis on recruitment and retention services.

FINANCIAL AID/SCHOLARSHIPS - (310) 434-4343 http://www.smc.edu/financialaid/ and or

http://www.smc.edu/scholarships/default.htm

Financial assistance is provided for nursing students through loans, scholarships,

grants and job placement. The sources for the support come from federal, state, and

local agencies and organizations. Notices of scholarships with relevant criteria and

deadline dates are posted routinely on designated bulletin boards. Scholarship

applications from community organizations are also available in the Nursing

Counseling office. Applications must be submitted within a designated time frame

annually.

http://www.smc.edu/

http://www.smc.edu/financialaid/

http://www.smc.edu/scholarships/default.htm

113 | P a g e

HEALTH SERVICES (student health office) - (310) 434-4262 http://www.smc.edu/healthcenter/

SMC’s Health Services provides health and psychological services, with referrals as needed,

to students enrolled at the College. Payment of student health fees provides: emergency &

first aid treatment, free HIV testing, blood pressure screening, urinalysis & lab work,

tuberculin skin test, medications (over the counter), immunizations, blood drives, Tay-Sachs

screening, health lectures by guest speakers, pamphlets & materials on health topics, short-

term, personal psychological counseling (including alcohol & substance abuse). Additional

services such as lab work and flu shots are at minimal cost.

Student Services Computer Lab -

In addition to the lecture/lab classrooms, a self-learning center is available at the

Bundy Campus. Audio-visual aids and computers are available for student use.

Reference books, journals and articles are also available. In addition, a collection of

medical texts and journals are available for check out and reference. Bundy Student

Services computer Lab is linked to the SMC main database; this increases

information available to our students.

LIBRARY – Main Campus (310) 434-4334 http://library.smc.edu/

The principal library is on the main campus. The SMC Main Library has extensive electronic

resources for nursing and health sciences where students and faculty can look up subjects and be

referred to specific journal articles. Any fees associated with books checked in/out at the Bundy

Nursing Library are to be paid at the main library.

Bundy Site – Nursing Library (Located in the Student Services Computer Lab)

Information is available to students through books and periodicals. Instructors

initiate purchase of library materials. Students may recommend purchases to their

instructors. The collection supports and serves the requirements of the instructional

program. Each semester the nursing faculty indicates the books to be placed on

reserve for student use in specific courses.

STUDENT CAREER SERVICES CENTER - (310) 434-4337

http://www.smc.edu/careercenter/

The Career Services/Job Center maintains a record of the daily requests for

employment by our students as well as opportunities available in the community. All

requests for employment or employees from off campus sources are directed to the

Job Center. Students and graduates are encouraged to maintain an interest file with

staff in the Job Center.

STUDENT LIFE (student activities) -(310) 434- 4250 http://www.smc.edu/associated_students/

The Student Life Office coordinates student activities, such as instructional, social,

or recreational programs and events. These programs provide the student with

activities to supplement the students’ academic endeavors.

http://www.smc.edu/healthcenter/

114 | P a g e

TRANSFER/COUNSELING - (310) 434-4210 http://www.smc.edu/transfer/

Counseling: Students are assisted by counselors in assessing their talents, aptitudes,

and interests. The Counseling Department will refer students to appropriate agencies

if the college is unable to provide the needed assistance. The Nursing Counselor is

available to assist nursing students and pre-nursing students at the Madison campus

with the nursing program application process, academic advisement, program

requirements, transcript review, and graduation requirements. The Nursing

Counselor is available (18 hours per week) for scheduled and drop-in appointments.

Hours of availability are posted in the Health Sciences Department Office and via

phone message at (310) 434-3456.

Transfer: Transfer information is available through the Transfer Center on the main

campus. Information related to local BSN programs is also available in the Nursing

Counselor’s office at the Bundy Campus.

115 | P a g e

ORIENTATION TO THE HEALTH SCIENCES SKILLS LAB/ SIMULATION LAB

The Health Sciences Skills Lab/simulation Lab consists of a skills laboratory, a computer laboratory,

area for audiovisual materials, and a quiet study area. The Health Sciences Skills Lab/Simulation

Lab is staffed by the Skills Lab Coordinator who is here to assist your learning, skills practice, and to

keep the Health Sciences Skills Lab/Simulation Lab in working order. Feel free to ask questions of

any Health Sciences Skills Lab/Simulation Lab staff.

SMC Nursing ID must be worn in the skills lab and the computer lab. Only students

enrolled in the SMC Health Science programs may have access to the Nursing Skills Lab/Simulation

Lab areas.

Health Sciences Skills Lab/Simulation Lab hours are posted outside the doors of the skills lab and the

computer lab.

Noise and visiting must be kept to a minimum. The computer lab is a quiet area.

No food or beverages are allowed in any of the Health Sciences Skills Lab/Simulation Lab areas.

No children are allowed in the Health Sciences Skills Lab/Simulation Lab. No pets are allowed in

any of the educational facilities.

Shoes are required at all times.

You will be doing yourself a favor if you label all your books, notebooks, supplies, and papers with

your name. Any books left in the Health Sciences Skills Lab/Simulation Lab without a name may not

find their way back to you. You are responsible for the security of your own belongings.

Students are expected to maintain the integrity of the Health Sciences Skills Lab/Simulation Lab. Please

return to the shelves any practice materials used, put back all Health Sciences Skills Lab/Simulation Lab

equipment and return chairs to their proper places. Handle all equipment with care and maintain

security of these costly items that are available for your learning.

BOOKS AND JOURNALS

The SMC Main Library catalogues all books in the Student Services Computer Lab /Nursing library.

Non-reference books may be checked out for three days. Reference books may be checked out for

three hours and may be used only in the Student Services Computer Lab /Nursing library area. When

searching for a book go to the SMC Library homepage and use Library databases to find books that

are on the HSLC shelves; their location is listed as “Nursing”.

To check out a book present the desired book(s) and your SMC ID card to the Nursing Lab

Coordinator. An overdue fee of $0.25 per book per day is charged for any book not returned on its

due date.

Journals available in the Nursing Skills Lab/Simulation Lab for students are: American Journal of

Nursing (AJN), RN, the Nursing series, Journal of Transcultural Nursing, and Journal of

Gerontological Nursing . Journals may not be checked out. On-line research for journal articles is

available through the SMC Library. Databases available are CINAHL, MedLine, and EbscoHost.

Through EbscoHost many full text articles are available for download.

116 | P a g e

SKILLS LAB AND MATERIALS

The Skills Lab is to be considered a “hospital” environment. The room is divided into two sections

by a large curtain. Moveable items, such as tables, stools, etc., may not be moved from one side of

the room to the other because often two groups of students will be using the lab at the same time.

Leave the patient units in good order with beds neatly made and all occupied beds in LOW position.

STUDENTS SHOULD NOT SIT ON THE BEDS or pile books/backpacks/etc on beds. Treat

our mannequins with TLC; they are fragile and costly to repair. Develop the habit of doing

everything in the Health Sciences Skills Lab/Simulation Lab just as it is done in the hospital. Provide for

patient privacy by using curtains around the bed, drape the “patients” during procedures, and handle

them gently. Side rails must be up at all times when you are not working directly with the “patients”.

Nursing Kits will be ordered during Nursing 11/1L. This kit contains most of the items you will need

while learning how to perform clinical skills during the nursing program. When you receive your kit

it is your responsibility to make sure it is complete, but do not open any of the individual packages.

Many of the items will not be used until Nursing 2, 3, or 5.

Clean up equipment after use. Put it back in the proper order and in the right place. Students may be

assigned as “Clean-up Monitors” to insure that the Health Sciences Skills Lab/Simulation Lab is

clean after skill practice sessions. However, students are still responsible for their own equipment.

Nursing Kits must be returned upon completion of the Nursing Program.

Revised 8/2019

117 | P a g e

LIST OF CLINICAL FACILITIES

HEALTH CARE FACILITIES

Students in the SMC nursing program are provided with multiple clinical exposures. Some of the

facilities are acute care hospitals, some are outpatient centers/clinics and some are community

agencies. Following is a list of Acute Care Clinical Facilities, Long-term Healthcare facilities,

and Community Agencies, (with addresses and phone numbers) for which we have affiliation

agreements.

CLINICAL FACILITIES

Berkley East 2021 Arizona Avenue (310) 829-5377

Convalescent Hospital Santa Monica, CA 90404

Southern California at 3828 Delmas Terrace (310) 836-7000

Culver City Hospital Culver City, CA 90231

Fireside Convalescent 947 Third Street (310) 393-0475

Hospital Santa Monica, CA 90403

Harbor-UCLA 1000 W. Carson St. (310) 553-2512

Medical Center Torrance, CA 90509

Kaiser Permanente 6041 Cadillac Ave. (213) 857-2000

West LA Los Angeles, CA 90034

Kindred Hospital 5525 W. Slauson Ave. (310) 642-0325

Los Angeles CA 90056

Santa Monica-UCLA 1225 15th St. (310) 319-4000

Medical Center Santa Monica, CA 90404

Providence St. John’s 2121 Santa Monica Blvd (310) 829-8451

Health Center Santa Monica, CA 90404

VA Greater Los Angeles 11301 Wilshire Blvd. (310) 478-3711

Healthcare Systems Los Angeles, CA 90073

118 | P a g e

COMMUNITY AGENCIES

Step up on Second 1328 Second St. (310) 392-5855

Santa Monica, CA 90401

Exodus Recovery 8401 S. Vermont (310) 789-6492

Wellness Program Los Angeles, CA

Exodus Recovery 3828 Hughes Ave., (310) 253-9494

Urgent Care Center Culver City, CA 90231

South Bay 2311 El Segundo Blvd. (213) 241-6730

Mental Health Center Hawthorne, CA

Venice Family Clinic 604 Rose Ave. (310) 664-7710

Venice, CA 90291

Wise & Healthy Aging 1527 4th St. 2nd Floor (310) 394-9871

Santa Monica, CA 90401

119 | P a g e

CLINICAL SCHEDULES

The majority of clinical experiences associated with nursing courses occur Monday through

Saturday. Clinical experiences may occur during day, evening, or night hours based on facility

availability. The overall goal of the program is to secure the highest quality clinical experience

related to specific course content. Although the program is considered a full time program every

attempt is made to offer the student a four-day/week schedule.

Students in the first semester remain with their same clinical group, if possible, for the entire

semester (Nursing 1 and Nursing 2). Student clinical rotations will then change with each

subsequent course. Please refer to the policy regarding student request for change of clinical

assignment in your Student Handbook.

Clinical rotations (assigned clinical groups) are assigned based on student programming needs,

instructor recommendation, and space availability. Once assigned, students may trade assignments if

a) the request is made in writing, b) is signed by both parties, c) is approved by faculty, and d) is

made at least 15 business days prior to the start of the course. The program is unable to guarantee

student placement based on geographical proximity to home, ride-sharing, or lack of private

transportation or child-care needs.

Clinical rotation schedules are emailed to nursing students each semester. Additional copies are

available for students in the Health Sciences department office.

Revised 8/2019

120 | P a g e

SMC SCHOLARSHIP INFORMATION SUMMARY

A Scholarship Brochure, which contains application, will be available in the SMC SCHOLARSHIP

office and the nursing counselor’s office.

It is suggested that all applicants include a one-page, typed, essay on educational and career goals

with the application.

It is also suggested that you include the following: Letter(s) of recommendation from faculty,

employer, or community service/campus club supervisor. These should be turned in with the

application.

Only fill out one application to apply for scholarships listed in the SMC Scholarship brochure.

Other Financial Resources: (with various deadlines)

1. Financial Aid/EOPS

2. Office campus scholarships

a. Look for listings of deadlines on Scholarship Calendar on the Financial Aid bulletin

board.

b. SMC Library, Reference Section has 50+ books (some are listed on the last

page of the Scholarship Brochure).

c. Some are posted on the bulletin board in the Scholarship Office.

Be sure to identify any participation in volunteer work or campus events.

Sign your application.

Fill in your ASB Number (found on a sticker on the back of your ID card).

Review Scholarship Bulletin Board Postings for Award Application Notices

Revised 8/2019

121 | P a g e

Santa Monica College Health Sciences Department

OREM’S MODEL GUIDELINES


Santa Monica College Nursing Department’s Guidelines For The Use And Application Of The

Orem’s Model In The Planning And Development Of The Nursing Care Plan.

INTRODUCTION

Dorothea Orem published her concept of nursing in 1959 and it’s theme centers on the basic premise

that human beings have the capacity to care for themselves in order to meet their needs. This

capacity to care or to practice “activities that individuals personally initiate and perform on their own

behalf in maintaining life, health, and well-being” is what she identifies as self-care and therefore the

name of her model – Orem’s Self-Care Nursing Model was initiated. Orem describes the act of

nursing as the “giving of direct assistance to a person, as required, because of a person’s specific

inabilities in self-care, resulting from a situation of personal health.”

Simplified:

1. The individual has the capability or potential to care for themselves but

2. Due to an inadequacy (e.g., illness, injury) the individual is unable to meet their

needs entirely requiring the direct assistance of a person (a nurse).

3. The nurse’s role is to help the individual toward health and well-being returning

the individual to self-care.

As with all models, there are assumptions, terms, and definitions unique to the specific model. These

assumptions, terms, and definitions make up the premises and the vocabulary used to express the

foundation and characteristics of the model and how it is operationalized. The following are terms

used to understand the major components of Orem’s model.

Man/Woman - is a bio-psycho-socio-spiritual-cultural and rational being.

Self-Care Capacity - is an attribute or capability of man/woman. It is the ability to engage in actions

in order to maintain life, health, and well-being or to limit or choose not to direct their actions to that

end. This capability or attribute is influenced by man/woman’s knowledge, skills, motivation, and

orientation.

Self-Care - the practice of activities that individuals initiate and perform on their own behalf in

maintaining life, health, and well-being.

Therapeutic Self-Care Demand - set of requirements/actions that assist persons to maintain or move

toward a desired health state.

Self-Care Requisites - can be thought of as self-care needs. The three categories of self-care

requisites (needs) include:

universal self-care requisites

122 | P a g e

developmental self-care requisites

health deviation self-care requisites

Universal Self-Care Requisites - those qualities associated with life processes and the maintenance of

the integrity of human structure and function. They are common to all human beings during all

stages of the life cycle and should be viewed as interrelated factors, each affecting the others.

Developmental Self-Care Requisites - need for living conditions that support life and promote

development and the prevention or management on the effects of situations that influence human

development.

Health Deviation Self-Care Requisites - needs stemming from the individual’s illness, defects,

disabilities, and changes in human structure, physical functioning, and behavior to ADLs which are

identified during the individual’s involvement with medical treatment.

Self-Care Deficit - exists when therapeutic self-care demand cannot be met by the self-care agent.

Agency - action, or capability.

Dependent Care Agency - ability of a person to engage in infant care, child care or care of a

dependent person.

Self-Care Agency - the ability of a person to engage in self-care.

Nursing Agency - a qualified person with a complex set of qualities acquired through specialized

study and experiences in real-world nursing situations.

Nursing Systems - the approaches that nurses use to assist patients with deficits in self-care due to a

condition of health. The three systems are:

1. wholly compensatory - situation where patient has no active role in the

performance of care.

2. partly compensatory - situation in which both the nurse and the patient

perform care measures.

3. supportive-educative - situation in which the patient performs self-care actions

but needs assistance in learning self-care measures.

123 | P a g e

OREM’S THEORY AND THE NURSING PROCESS


In developing a nursing care plan, you will be using what we call in nursing - the nursing process.

You will be expected to read your texts’ description of the process as it relates to the specific content

area you will be studying. Your instructor will also further elaborate on the nursing process, and its

application using the Orem’s Model. All of your texts are designed to introduce you to the use of the

five steps of the nursing process. Because there are several conceptual frameworks in nursing theory

and practice your texts are, for the most part, general references and describe the application of the

process to many models. While this may be confusing to you initially, with use and practice you will

become very proficient in the use of the nursing process and Orem’s Model.

To understand the nursing process, you must first recognize that this process is basically an

application of the problem solving method. This method of thinking uses inductive reasoning and is

the basis of the development of the scientific hypothesis. As you have already taken prerequisite

courses in science, e.g., Anatomy, Physiology, Microbiology, you already have been exposed to the

problem solving method. This method forms the basis of the nursing process.

The critical element of this process is change. In the case of nursing practice, it is the change in the

state of wellness of man/woman. This state is non-static; it’s in a continual state of flux. Many

variables influence the wellness or the capacity to care for one’s self. These variables may be

influenced by disease, trauma, lack of knowledge or motivation or socio-economic-cultural

limitations. The alterability of the individual’s state of wellness and/or capacity to care for one’s self

is a change that necessitates action on the part of the nurse.

This action REQUIRES the student to possess several attributes inherent in the nursing role. These

are the ability to:

problem solve, use critical thinking and analysis.

transfer basic theoretical knowledge of the biological and

psychological/behavioral sciences to clinical settings.

demonstrate organization, prioritizing, and decision-making skills.

demonstrate acceptance of responsibility and accountability for outcome of care.

At Santa Monica College, the nursing care plan is a tool used by instructors to teach, assess, and

evaluate progress in applying the nursing process. It requires all the above attributes and assists the

instructor to identify and analyze ability to transfer theoretical knowledge to the clinical setting.

You will be using the nursing process as a component of Orem’s Model. In order to design and

provide a systematic plan of care, you will be assessing the universal self-care requisites, the health

deviation self-care requisites and developmental self-care requisites of each patient you will care for

each clinical day. The following areas of assessment are listed below with the related NANDA

nursing categories.

NOTE: These assessment categories constitute your taxonomy of nursing diagnostic stems. Please

note that this list is NOT INCLUSIVE and is subject to additions and changes.

124 | P a g e

Self-Care Requisites

A. UNIVERSAL SELF-CARE REQUISITES EXAMPLES OF RELATED NURSING

DIAGNOSES (NANDA Taxonomy)

1. Air Airway clearance

Breathing pattern

Gas exchange

Tissue perfusion

Cardiac output

2. Water Fluid volume

3. Food Nutrition

Self-feeding

Sensory perception

4. Elimination Urinary Retention

Constipation

Self-care deficit

Impaired Skin integrity

5. Activity/Rest Activity intolerance

Pain

Physical Mobility

Sleep pattern disturbance

Sleep integrity

6. Solitude-Social Interaction Communication

Diversional activity

Social isolation

Family process

Thought process

Spiritual distress

Grieving

Anxiety

Fear

Sensory perception

7. Protection from Hazards Injury

Violence

Sensory perception

8. A Sense of Normalcy Coping

Home maintenance management

Self-concept

Powerlessness

Pain

Sexual dysfunction

125 | P a g e

B. HEALTH DEVIATION SELF-CARE EXAMPLES OF RELATED NURSING

REQUISITES DIAGNOSES (NANDA Taxonomy)

1. Illness/Disease Pain, Knowledge deficit, Non-

Compliance

2. Injury Self-concept disturbance, body image, role

performance

3. Change in human structure, physical Anxiety, Powerlessness, Social isolation,

behavior, ADL Alteration

C. DEVELOPMENTAL SELF-CARE REQUISITES EXAMPLES OF RELATED NURSING

DIAGNOSES (NANDA Taxonomy)

1. Age, Sex Knowledge deficit, Parenting, Family

process, Self-concept

2. Health State Coping, Anxiety, Body image

3. Developmental Alteration in thought process

Role performance

Rape/Trauma

The deficit(s) with which the nurse will intervene will be further broken down into three levels of

intervention. The first is called the wholly compensatory system -- where the patient is unable to

meet any of their own self-care needs resulting in the nurse providing total patient care. The second

is called the partly compensatory system -- where the patient is able to share in meeting some needs

and in sharing responsibility for care. The third is called the educative-development system -- where

the patient requires the nurse for support, consultative, and teaching measures that assure self-care.

NURSING PROCESS CARE PLAN - NURSING DIAGNOSTIC STATEMENT

A critical element in the nursing process and the development of your nursing care plan is your

nursing diagnostic statement. The nursing diagnostic statement is very similar to a scientific

hypothesis and requires problem solving and a strong theoretical database. The nursing diagnosis is

a statement of the individual’s assessed deficits and abilities, or lack of abilities, to meet their self-

care demands.

Students in the Santa Monica College nursing program will use the nursing diagnostic format that is

described below. The taxonomy of nursing diagnostic statements will include these three parts:

1. The first part of the nursing diagnosis is the diagnostic statement adapted by the North

American Nursing Diagnosis Association (NANDA) and is defined in your nursing

diagnosis text. For your nursing care plan, the diagnosis will be stated in actual or

potential terms. This diagnosis specifies a general category or classification of limitation

or deficit.

126 | P a g e

2. The second part of the nursing diagnostic statement describes the cause of the deficit. In

your text this is categorized as etiology or related factors and introduced in your

diagnostic statement by the term related to (R/T). This part is derived from an analysis

by you of collected data and your knowledge of the pathophysiology.

3. The third part of the diagnostic statement is the signs and symptoms, which support the

nursing diagnosis. They are categorized in your text under defining characteristics and

introduced in your diagnostic statement by the term manifested by (M/B).

The following is an example of a three part diagnostic statement:

Example of Diagnostic Statement

Diagnosis Acute Pain

Etiology R/T Injuring Agent - Physical (i.e., individualized to your patient’s

pathophysiology).

Defining M/B - verbal report of pain; facial mask of pain

Characteristics (i.e., individualized to your patient’s signs of symptoms).

A blank and model nursing care plan is located in the Appendices.

127 | P a g e

CRITERIA FOR EVALUATION OF PLANS OF CARE

ASSESSMENT & NURSING DIAGNOSIS

____Nursing Diagnosis/Collaborative Problem Prioritized

NURSING DIAGNOSIS (ND)/COLLABORATIVE PROBLEM (CP)

____Based on data (evidence) from the nursing assessment

____The problem is written before the “related to” and followed by the “manifested by” or

“evidenced by” (signs and symptoms) for an actual nursing diagnosis (three part statement)

____High risk statement and contributing factors for a potential or high risk nursing diagnosis

(written as a two part statement)

____NANDA’s taxonomy used

____All major problems/nursing diagnoses identified

____Correctly identified as a nursing diagnosis or a collaborative problem

PLANNING

Goals must:

____Minimize or resolve the problem or etiology

____Describe the direction in which patient is expected to progress

____Contain a measureable action verb

____Provide measurable criteria to evaluate effectiveness or ineffectiveness

____Be realistic

____Indicate a time frame

____Provide direction for validating and planning appropriate nursing interventions

128 | P a g e

INTERVENTIONS

____Assist the patient in achieving the expected outcomes

____Describe the activity to be performed

____Written as nursing orders, (i.e., how, when, where time/frequency, amount)

____Independent (nurse prescribed) nursing interventions are identified

____Collaborative interventions listed (non-nursing prescribed interventions)

____Have a potential to reduce or eliminate the cause of the problem

____Teaching included as part of interventions

____Identify QSEN competency related to each intervention (Patient-Centered Care (PCC), Safety,

Teamwork and Collaboration (T & C), Informatics, Quality Improvement (QI), Evidence based

practice (EBP)

EVALUATION

____Describe data that supports goal/outcome

____Assess response to therapeutic modalities

____Effectiveness of each intervention noted

____Date of evaluation (if care rendered on different dates)

____State modification of interventions, goals, or diagnostic statement if problem not resolved or

goal not met

GENERAL (not unique to nursing)

Correct grammar

Correct spelling

Written legibly

Revised 8/2019

129 | P a g e


OPPORTUNITY FOR STUDENT INPUT

Policy and Procedure for Student Evaluation of Nursing Program

Faculty values student feedback regarding the nursing program. The feedback provided by students

is essential for continued improvement of the nursing program. It is the responsibility of the students

and faculty to jointly participate in the evaluation procedure, which provides feedback for the SMC

Nursing Program. Therefore, all of the clinical and course evaluations pertaining to the nursing

program are available on-line.

Students must complete the online course evaluations in order to receive a grade in the course and

are to be completed prior to the final course exam. Once the evaluations are completed confirmation

receipts are printed and the student should present the receipts to the instructor.

The confirmation receipts maintain the students’ anonymity. Students should be assured that the

faculty and administrator are not able to determine the content of individual student evaluations.

130 | P a g e

Appendices

131 | P a g e

Santa Monica College Health Sciences

Associate Degree Nursing (ADN)

CLINICAL AGENCY EVALUATION

Semester: Select Semester

Year: Select Year

Course: Select from the list

Facility:

Please check the appropriate box for each presentation method, which

best represents, your opinion.

1. The number of patients/clients in the clinical setting was sufficient to meet course objectives.

Choose the best answer from this list . . .

2. The range of major health problems represented in the patient/client population was sufficient to meet

course objectives. Choose the best answer from this list . . .

3. The variety of learning opportunities was sufficient to meet course objectives.


4. The staff provided positive role models. Choose the best answer from this list . . .

5. There were sufficient resources (personnel and supplies) available.


6. The attitude of the staff on the unit contributed to a supportive learning environment.


7. The clinical agency consistently provides adequate learning opportunities to meet course objectives.


132 | P a g e

8. Students are encouraged to participate as part of the interdisciplinary team in this setting.


9. Staff at this agency role model current standards of nursing practice.


10. 10. Staff in this agency treat students in a collegial manner.


11. Students have ample opportunity to practice communication skills in this setting.


12. Adequate space was available for post-conferences. Choose the best answer from this list . . .

13. The number of patients/clients in the clinical setting was sufficient to meet course objectives.


14. Comments:

133 | P a g e



STUDENT EVALUATION OF CLINICAL INSTRUCTOR


Year: Select Year


Clinical

Instructor:

Please check the appropriate box for each presentation method, which

best represents, your opinion.

1. The instructor made the objectives and criteria of the clinical rotation clear.


2. The instructor assigned/approved patient assignments which promoted learning.


3. When communicating with students the instructor demonstrated respect, fairness, and confidentiality.


4. The instructor was available to work with individual students during assigned clinical hours.


5. The instructor demonstrated competency in her/his field of knowledge.


6. The instructor encouraged students to apply theory to the clinical situation.


7. The instructor used pre/post conference time effectively by stimulating problem solving and critical thinking.


134 | P a g e

8. The instructor provided encouragement to all students.


9. The instructor made specific comments on assignments.


10. The instructed facilitated critical thinking by asking appropriate questions of students.


11. The instructor was supportive of students when dealing with staff personnel at the clinical facility.


12. The instructor encouraged reflection when discussing problems that may have impeded learning.


13. Assigned papers were corrected and returned in a timely manner.


14. Comments:

Submit Reset

135 | P a g e


LECTURE COURSE EVALUATION FORM


Year: Select Year

Course: Laboratory Select from the list

Please check the appropriate box for each presentation method, which best

represents your opinion.

1. The objectives and expectations of the course were clear?


2. The syllabus was useful in guiding learning of course content?


3. As the course progressed the topics reinforced one another?


4. The format of the textbook was clear and understandable?


5. The textbook complemented the course? Choose the best answer from this list . . .

6. The course was well organized? Choose the best answer from this list . . .

7. Concepts presented in the classroom and skills laboratory reinforced each other?


8. Evaluation of student learning was fair and consistent?


136 | P a g e

Which of the following methods used in presentation of the course were

effective in contributing to learning course content:

9. Lecture Choose the best answer from this list . . .

10. Small Group Discussion Choose the best answer from this list . . .

11. DVDs Choose the best answer from this list . . .

12. Computer Programs Choose the best answer from this list . . .

13. Case Studies Choose the best answer from this list . . .

14. Workshops Choose the best answer from this list . . .

15. Simulations Choose the best answer from this list . . .

16. Handouts Choose the best answer from this list . . .

17. Guest Lectures Choose the best answer from this list . . .

18. Anatomical and Other Models Choose the best answer from this list . . .

19. iclickers Choose the best answer from this list . . .

20. Transparencies (Overhead Projection) Choose the best answer from this list . . .

21. Other Choose the best answer from this list . . .

Submit Reset

137 | P a g e


STUDENT EVALUATION OF LECTURE INSTRUCTOR


Year: Select Year


Instructor:

Please evaluate your instructor on the scales listed below. Since your instructor is interested in improving his/her instructional techniques, it is

to the advantage of all to evaluate as fairly and objectively as possible.

1. Is your instructor clear and understandable in his/her explanations?


2. Does your instructor take an active personal interest in the progress of the class?


3. Does your instructor show interest and enthusiasm in the course?


4. Does your instructor interest students in the subject matter?


5. How well do your instructor’s tests sample the material covered in the class and in the textbook?


6. How valuable was the course to you?


7. How well was the class organized?


8. How well did you like the testing procedure used in this class?


9. Do you think the lesson outlines were useful? Yes No

138 | P a g e

10. What do you believe your instructor has done especially well in instructing this course?

11. What specific teaching techniques do you believe your instructor might use to improve instruction of

this course?

Submit Reset

Thank you for your input.

139 | P a g e


SKILLS LAB EVALUATION


Year: Select Year


Please check the appropriate box which best represents your opinion.

1. The skills laboratory content reinforced theoretical concepts?


2. Skills presented were applicable to clinical practice?


3. The skills presented provided a foundation for the development of more advanced complex skills?


4. There was sufficient space during demonstration to permit observation of the presentation?


5. There was adequate space during practice sessions to provide sufficient opportunity to practice skills?


6. There was enough time during skills laboratory classes to practice skills?


7. The equipment in the skills laboratory was representative of equipment found in the clinical setting?


8. The equipment was well maintained?


Submit Reset

Thank you for your input.

140 | P a g e



ENVIRONMENTAL SURVEY

(Complete at the end of each semester)


Year: Select Year


Semester in Program: Select from list

1. Your identity is valued? Select from list

2. You have been given the opportunity to identify your particular

learning style? Select from list

3. Differences in learning styles of students are considered in the

process of course delivery? Select from list

4. Course material is presented in a variety of ways within each

course? Select from list

5. When you have difficulty learning a particular concept, your

course instructor helps you understand the concept using other

methods of explanation? Select from list

6. You have sufficient opportunities to share your needs with your

instructor? Select from list

7. You have sufficient opportunities to share your ideas with your

classmates? Select from list

8. You have sufficient opportunities to share your ideas with the

141 | P a g e

program Associate Dean? Select from list

9. You have been given enough guidance to enable you to participate

in your own learning? Select from list

10. A mature learning environment exists? Select from list

11. Support services (such as counseling, skills lab, library, bookstore)

are adequate to meet your needs? Select from list

12. Comments: Please use this space to comment or elaborate upon any of the above areas.

13. In order that we may share your success with other students, please state how you have taken responsibility

for your own learning. What works -- what doesn’t?

14. Suggestions: Please note any suggestions you have for program improvement.

Submit Reset

142 | P a g e

INSTRUCTORS’ EXPECTATIONS OF STUDENTS

1. In the classroom, the student will:

a. Demonstrate an interest in learning and in nursing.

b. Demonstrate awareness of the role of nursing student.

c. Attend consistently all lecture classes.

d. Complete reading assignments and participate in class discussion.

e. Demonstrate responsible adult behavior.

f. Adhere to the Rules for Student Conduct and the Code of Academic Conduct established

by Santa Monica College.

2. In the clinical situation, the student will:

a. Adhere to the Rules for Student Conduct and the Code of Academic Conduct

established by Santa Monica College.

b. Attend all lab sessions on time and report any absence to the instructor and/or the

hospital, and the Health Sciences Administrative Assistant before 6:30AM on the

day of the absence.

c. Demonstrate effective interpersonal skills when communicating with instructors, fellow

students, and members of the health team.

d. Utilize therapeutic interventions, theoretical knowledge, judgment, and decision-making

skills, appropriate to the students’ level, to ensure safe nursing care of patients and the

integrity of the health team.

e. Demonstrate increased comfort and ease in patient care situations.

f. Utilize appropriate judgment, based on knowledge of concepts and principles in

providing patient care.

g. Promote safety for the patient and oneself.

h. Practice and maintain medical and surgical asepsis.

j. Chart complete descriptive and objective information about

patients, using correct spelling, terminology and writing legibly,

and utilize the appropriate clinical facility format.

k. Be able to discuss the patients’ disease process, pathophysiology, diagnostic

tests, potential complications and the therapeutic regime, including the nursing implications

and the expected outcome(s).

l. Seek the instructor and appropriate resources for growth and learning.

m. Implement the plan of care developed and if appropriate modify plan of care

with instructor’s guidance

143 | P a g e

Santa Monica College Nursing Care Plan

Plan for Promotion of Self Care

Date:02/14/2019

Instructor: Professor Student Name: Student Nurse, SMC

Course: Nursing 1L Hospital: VA Medical Center

Patient’s Initials:

S.W.

Age: 82 Sex: F Allergies: NKDA Room/Bed#:

305B

Admitting Dx./Date: 2/12/2019 COPD Surgical Procedure/Date: None

History of Present

Illness

Concurrent/past medical history

(hospitalizations; surgeries)

Current Significant Lab Findings/Diagnostic Tests

Name Date Lab

Result

Norm Rationale Other

Ms. S is a 82 year old

widowed female admitted

to B.E.

Cigarette smoker 40 pack years, quit

2012

WBC 2/12/19 5500 5000-

10000

WDL

Albumin 2.9 g/dL

(3.5-5.2 g?dL)

With increasing SOB with COPD RBC 2/12/19 Pre-albumin 2.9g/dL

(3.5- %.2 g/dL)

mild activity. She has

experienced a 25 pound

HTN HGB 2/12/19 11.2 14-16

g/dl

blood

loss

weight loss in the past 6

months. She also c/o

CAD HCT 2/12/19 33.5% 36% -

48%

malnutrition

anorexia and weakness.

Two adult children live

ORIF Right Hip 2012 BUN 2/12/19 25 6 -20

mg/dL

Renal

impairment

Nearb, but are unable to

care for their mother since

Cataract Surgery, both eyes, 2009 Creatinine 2/12/19 1.8 0.6-

1.1

mg/dL

Renal

Impairment

they both have full-time

employment.

Appendectomy 1997 Na* 2/12/19 135 135-

145

mEq/L

WDL

K* 2/12/19 3.3 3.5-

5.5

mEq/L

malnutrition

Cl

CO2

Protein

Glucose

144 | P a g e

Bilirubin

Ketones

Health Care Provider Orders Medications/Classification/Expected Outcomes

DNR Docusate 100mg. orally BID/stool softener/prevent constipation

Diet: 2 gm sodium diet; mechanical soft , Boost supplement TID Atenolol 50 m. orally daily/beta blocker/lowers BP

Activity: Ambulate with Assistance QID Salmeterol Diskus 50 mcg, I inhalation BID/bronchodilator/improve

breathing pattern

Oxygen 2 liters/min via N/C QID MOM 30 ml hs prn constipation/laxative/facilitate BM

PT and OT consultation Acetaminophen 650 mg orally q6h prn mild pain (1-3)/analgesic/pain

relief.

Routine Vital Signs and Weekly weight Potassium Chloride 10 mEq orally BID x 3 days/electrolyte/treatment of

hypokalemia

CXR in AM

Nursing Diagnosis Outcome/Goal Nursing Intervention /QSEN Evaluation

NS Dx: Imbalanced Nutrition:

less than body requirements

Pt. will eat 75% or more of meals

by end – of shift (EOS)

Goal partially met: Pt consumed

60% of breakfast and 75% of lunch.

Continue with present plan.

R/t: inability to ingest food 1. 2. Identify factors that maybe

interfering with the patients

appetite and food intake

(PCC)

1.Pt. states she does not like

“institutional food”. Encouraged

family to bring some low sodium

food from home, which she prefers.

( Effective)

MB1: lack of interest in food

(e.g. eats less than 50 % of

meals)

2. 3. Provide oral care prior ac and

pc meals (PCC)

2.Pt. states he likes having a clean

mouth before and after eating.

(Effective)

MB2: Body weight 20% below

ideal range(e.g. weight 100

pounds, height, 5 feet 5 inches)

3. 4. Assist patient with feeling

needed during meals (PCC)

3.Open cartons and containers on

meal tray for pt. due to arthritis.

Avoid interrupting pt. during eating.

(Effective)

MB3: Abnormal lab studies (

e.g. serum albumin 2.9 g/dL, pre

albumin 10.2 mg dL

4. 5. Request registered dietician

consultation from healthcare

provider (T & C)

4.LVN stated she would call the

healthcare provider and request a

RD consultation ( Effective)

145 | P a g e

NS Dx: Risk for Impaired Skin

Integrity

Pt. will exhibit intact skin by EOS Goal met: Pt’s Skin remained intact.

R/t: Imbalanced nutritional state

(e.g., appears thin with bony

prominences)

1.Assess the patient’s skin risk

by completing the Braden Scale

daily ( EBP)

1. Braden scale score 13 (moderate

risk) (Effective )

2.Teach patient the importance

of adequate nutritional and fluid

intake by eating 75% of meals

and drinking 200 ml of fluid per

day (PCC)

2. Pt. consumed 60 % of breakfast

and 70 % of lunch. Drank 480 ml

fluids. (Ineffective). Will continue to

encourage food and fluid intake.

Offer to sit with patient during meals.

Offer fluids every two hours

(Ineffective)

3.Assist to turn and position q2h

when in bed (EBP)

3. Cooperated with turning schedule.

( Effective)

4.Observe for reddened or

blanched areas daily and institute

treatment immediately (PCC)

4. No new areas of redness or

blanched areas noted during skin

assessment (effective)

QSEN: Patient –Centered Care (PCC) Safety, Teamwork and Collaboration (T&C), Informatics, Quality Improvement (QI) , Evidence Based Practice (EBP)

8/2019

146 | P a g e

NLN Competencies for Graduates of Associate Degree and Diploma Programs (2012)

The goal of associate degree nursing programs continues to be preparation of registered nurses to

provide direct client care.

This document describes the anticipated educational outcomes of associate degree nursing

programs. These outcomes encompass competencies expected of the graduate at graduation from

the program.

Human Flourishing

Advocate for patients and families in ways that promote their self-determination, integrity, and ongoing

growth as human beings.

Nursing Judgment

Make judgments in practice, substantiated with evidence, that integrate nursing science in the provision

of safe, quality care and that promote the health of patients within a family and community context.

Professional Identity

Implement one's role as a nurse in ways that reflect integrity, responsibility, ethical practices, and an

evolving identity as a nurse committed to evidence-based practice, caring, advocacy, and safe, quality

care for diverse patients within a family and community context.

Spirit of Inquiry

Examine the evidence that underlies clinical nursing practice to challenge the status quo, question

underlying assumptions, and offer new insights to improve the quality of care for patients, families, and

communities.

Revised 7/2013

147 | P a g e

Quality and Safety Education for Nurses (QSEN)

Pre-licensure Knowledge, Skills, Attitudes

Patient-centered Care

Definition: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient's preferences, values, and needs.

Knowledge Skills Attitudes

Integrate understanding of multiple dimensions of patient centered care:

o patient/family/community preferences, values

o coordination and integration of care

o information, communication, and education

o physical comfort and emotional support

o involvement of family and friends

o transition and continuity

Describe how diverse cultural, ethnic and social backgrounds function as

sources of patient, family, and community values

Elicit patient values, preferences and expressed needs as part of clinical interview, implementation

of care plan and evaluation of care

Communicate patient values, preferences and expressed needs to other members of

health care team

Provide patient-centered care with sensitivity and respect for

the diversity of human experience

Value seeing health care situations "through patients'

eyes"

Respect and encourage individual expression of patient

values, preferences and expressed needs

Value the patient's expertise with own health and symptoms

Seek learning opportunities with patients who represent all aspects of human diversity

Recognize personally held attitudes about working with

patients from different ethnic, cultural and social backgrounds

Willingly support patient-centered care for individuals and groups whose values differ from

own

Demonstrate comprehensive understanding of the concepts of

pain and suffering, including physiologic models of pain and

comfort.

Assess presence and extent of pain and suffering

Assess levels of physical and emotional comfort

Elicit expectations of patient & family for relief of pain, discomfort, or suffering

Initiate effective treatments to relieve pain and suffering in light

of patient values, preferences and expressed needs

Recognize personally held values and beliefs about the

management of pain or suffering

Appreciate the role of the nurse in relief of all types and sources

of pain or suffering

Recognize that patient expectations influence outcomes

in management of pain or suffering

148 | P a g e

Examine how the safety, quality and cost effectiveness of health care can

be improved through the active involvement of patients and families

Examine common barriers to active involvement of patients in their own

health care processes

Describe strategies to empower patients or families in all aspects of

the health care process

Remove barriers to presence of families and other designated surrogates based on patient

preferences

Assess level of patient's decisional conflict and provide

access to resources

Engage patients or designated surrogates in active partnerships that promote health, safety and

well-being, and self-care management

Value active partnership with patients or designated surrogates in planning,

implementation, and evaluation of care

Respect patient preferences for degree of active engagement in

care process

Respect patient's right to access to personal health records

Explore ethical and legal implications of patient-centered care

Describe the limits and boundaries of therapeutic patient-centered care

Recognize the boundaries of therapeutic relationships

Facilitate informed patient consent for care

Acknowledge the tension that may exist between patient rights

and the organizational responsibility for professional,

ethical care

Appreciate shared decision-making with empowered patients and families, even when conflicts

occur

Discuss principles of effective communication

Describe basic principles of consensus building and conflict

resolution

Examine nursing roles in assuring coordination, integration, and

continuity of care

Assess own level of communication skill in

encounters with patients and families

Participate in building consensus or resolving conflict in the

context of patient care

Communicate care provided and needed at each transition in care

Value continuous improvement of own communication and

conflict resolution skills

149 | P a g e

Teamwork and Collaboration

Definition: Function effectively within nursing and inter-professional teams, fostering open communication, mutual respect, and shared decision-making to achieve quality patient care.


Describe own strengths, limitations, and values in

functioning as a member of a team

Demonstrate awareness of own strengths and limitations as a

team member

Initiate plan for self-development as a team member

Act with integrity, consistency and respect for differing views

Acknowledge own potential to contribute to effective team

functioning

Appreciate importance of intra- and inter-professional

collaboration

Describe scopes of practice and roles of health care team

members

Describe strategies for identifying and managing overlaps in team

member roles and accountabilities

Recognize contributions of other individuals and groups in helping

patient/family achieve health goals

Function competently within own scope of practice as a member of

the health care team

Assume role of team member or leader based on the situation

Initiate requests for help when appropriate to situation

Clarify roles and accountabilities under conditions of potential

overlap in team member functioning

Integrate the contributions of others who play a role in helping

patient/family achieve health goals

Value the perspectives and expertise of all health team

members

Respect the centrality of the patient/family as core members of

any health care team

Respect the unique attributes that members bring to a team,

including variations in professional orientations and accountabilities

Analyze differences in communication style preferences

among patients and families, nurses and other members of the

health team

Describe impact of own communication style on others

Discuss effective strategies for communicating and resolving

conflict

Communicate with team members, adapting own style of communicating to needs of the

team and situation

Demonstrate commitment to team goals

Solicit input from other team members to improve individual, as well as team, performance

Initiate actions to resolve conflict

Value teamwork and the relationships upon which it is

based

Value different styles of communication used by patients, families and health care providers

Contribute to resolution of conflict and disagreement

Describe examples of the impact Follow communication practices Appreciate the risks associated

150 | P a g e

of team functioning on safety and quality of care

Explain how authority gradients influence teamwork and patient

safety

that minimize risks associated with handoffs among providers and across transitions in care

Assert own position/perspective in discussions about patient care

Choose communication styles that diminish the risks associated

with authority gradients among team members

with handoffs among providers and across transitions in care

Identify system barriers and facilitators of effective team

functioning

Examine strategies for improving systems to support team

functioning

Participate in designing systems that support effective teamwork

Value the influence of system solutions in achieving effective

team functioning

151 | P a g e

Evidence-based Practice (EBP)

Definition: Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care.


Demonstrate knowledge of basic scientific methods and processes

Describe EBP to include the components of research

evidence, clinical expertise and patient/family values.

Participate effectively in appropriate data collection and

other research activities

Adhere to Institutional Review Board (IRB) guidelines

Base individualized care plan on patient values, clinical expertise

and evidence

Appreciate strengths and weaknesses of scientific bases for

practice

Value the need for ethical conduct of research and quality

improvement

Differentiate clinical opinion from research and evidence

summaries

Describe reliable sources for locating evidence reports and

clinical practice guidelines

Read original research and evidence reports related to area of

practice

Locate evidence reports related to clinical practice topics and

guidelines

Appreciate the importance of regularly reading relevant

professional journals

Explain the role of evidence in determining best clinical practice

Describe how the strength and relevance of available evidence

influences the choice of interventions in provision of

patient-centered care

Participate in structuring the work environment to facilitate

integration of new evidence into standards of practice

Question rationale for routine approaches to care that result in less-than-desired outcomes or

adverse events

Value the need for continuous improvement in clinical practice

based on new knowledge

Discriminate between valid and invalid reasons for modifying

evidence-based clinical practice based on clinical expertise or

patient/family preferences

Consult with clinical experts before deciding to deviate from

evidence-based protocols

Acknowledge own limitations in knowledge and clinical expertise

before determining when to deviate from evidence-based best

practices

152 | P a g e

Quality Improvement (QI)

Definition: Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health care systems.


Describe strategies for learning about the outcomes of care in the setting in which one is engaged in

clinical practice

Seek information about outcomes of care for populations served in

care setting

Seek information about quality improvement projects in the care

setting

Appreciate that continuous quality improvement is an essential part

of the daily work of all health professionals

Recognize that nursing and other health professions students are

parts of systems of care and care processes that affect outcomes

for patients and families

Give examples of the tension between professional autonomy

and system functioning

Use tools (such as flow charts, cause-effect diagrams) to make

processes of care explicit

Participate in a root cause analysis of a sentinel event

Value own and others' contributions to outcomes of care

in local care settings

Explain the importance of variation and measurement in

assessing quality of care

Use quality measures to understand performance

Use tools (such as control charts and run charts) that are helpful for

understanding variation

Identify gaps between local and best practice

Appreciate how unwanted variation affects care

Value measurement and its role in good patient care

Describe approaches for changing processes of care

Design a small test of change in daily work (using an experiential

learning method such as Plan-Do-Study-Act)

Practice aligning the aims, measures and changes involved

in improving care

Use measures to evaluate the effect of change

Value local change (in individual practice or team practice on a

unit) and its role in creating joy in work

Appreciate the value of what individuals and teams can to do to

improve care

153 | P a g e

Safety

Definition: Minimizes risk of harm to patients and providers through both system effectiveness and individual performance.


Examine human factors and other basic safety design principles as well as commonly used unsafe

practices (such as, work-arounds and dangerous abbreviations)

Describe the benefits and limitations of selected safety-

enhancing technologies (such as, barcodes, Computer Provider

Order Entry, medication pumps, and automatic alerts/alarms)

Discuss effective strategies to reduce reliance on memory

Demonstrate effective use of technology and standardized

practices that support safety and quality

Demonstrate effective use of strategies to reduce risk of harm

to self or others

Use appropriate strategies to reduce reliance on memory (such as. forcing functions, checklists)

Value the contributions of standardization/reliability to safety

Appreciate the cognitive and physical limits of human

performance

Delineate general categories of errors and hazards in care

Describe factors that create a culture of safety (such as, open communication strategies and organizational error reporting

systems)

Communicate observations or concerns related to hazards and

errors to patients, families and the health care team

Use organizational error reporting systems for near miss and error

reporting

Value own role in preventing errors

Describe processes used in understanding causes of error

and allocation of responsibility and accountability (such as, root

cause analysis and failure mode effects analysis)

Participate appropriately in analyzing errors and designing

system improvements

Engage in root cause analysis rather than blaming when errors

or near misses occur

Value vigilance and monitoring (even of own performance of care

activities) by patients, families, and other members of the health

care team

Discuss potential and actual impact of national patient safety

resources, initiatives and regulations

Use national patient safety resources for own professional

development and to focus attention on safety in care settings

Value relationship between national safety campaigns and

implementation in local practices and practice settings

154 | P a g e

Informatics

Definition: Use information and technology to communicate, manage knowledge, mitigate error, and support decision-making.


Explain why information and technology skills are essential for

safe patient care

Seek education about how information is managed in care settings before providing care

Apply technology and information management tools to support safe

processes of care

Appreciate the necessity for all health professionals to seek

lifelong, continuous learning of information technology skills

Identify essential information that must be available in a common database to support patient care

Contrast benefits and limitations of different communication

technologies and their impact on safety and quality

Navigate the electronic health record

Document and plan patient care in an electronic health record

Employ communication technologies to coordinate care

for patients

Value technologies that support clinical decision-making, error

prevention, and care coordination

Protect confidentiality of protected health information in electronic

health records

Describe examples of how technology and information

management are related to the quality and safety of patient care

Recognize the time, effort, and skill required for computers,

databases and other technologies to become reliable and effective

tools for patient care

Respond appropriately to clinical decision-making supports and

alerts

Use information management tools to monitor outcomes of care

processes

Use high quality electronic sources of healthcare information

Value nurses' involvement in design, selection, implementation,

and evaluation of information technologies to support patient

care

References 1 Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington DC: National

Academies Press.

2 Cronenwett, L., Sherwood, G., Barnsteiner J., Disch, J., Johnson, J., Mitchell, P., et al (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122-131.

155 | P a g e

GENERAL

Family Educational Rights and Privacy Act (FERPA)

STUDENT PRIVACY AND DIRECTORY INFORMATION

The Family Educational Rights and Privacy Act (FERPA) of 1974 protects the privacy of a student's

educational records- as print or electronic documents- by placing limits on who may have access to the

records, what information may be shared or disclosed, and how that information may be used. Santa

Monica College complies with FERPA and has strict policies and procedures in place governing

student records.

Students who do not wish to have their directory information disclosed may select that a

CONFIDENTIALITY HOLD be placed on their records. Students may do this themselves at any time by

going to Corsair Connect (on the Admissions webpage) and then responding to confidentiality related

questions found on their Student Profile link. Under FERPA, students have the right to inspect and

review their own student records. All requests must be made in writing and filed with the Admissions

office.

FREQUENTLY ASKED QUESTIONS:

Q: "Why can't you tell me information about my son/daughter?"

A: The College is bound by FERPA to protect student information unless we are given written consent in

person, by the student to do otherwise. We apologize for any inconvenience that this may cause and we

encourage you to have your student contact us to obtain the information directly themselves.

Q: "What if my son/daughter cannot give me written permission to speak with the college?"

A: Unless the College has something submitted in writing, in person from the student, we will not be able

to help you. Please know that a wealth of information can be obtained by the student through Corsair

Connect. This information can be accessed online through the use of the SMC Student ID number and

password.

Student Privacy Rights

The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to

their education records. These rights include:

(1) The right to inspect and review the student’s education records within 45 days of the day the

College receives a request for access. California law requires that records be provided within 15 working

days.

A student should submit to the Dean of Enrollment Services or other appropriate official, a written

request that identifies the record(s) the student wishes to inspect. The College official will make

arrangements for access and notify the student of the time and place where the records may be inspected.

If the records are not maintained by the College official to whom the request was submitted, that official

shall advise the student of the correct official to whom the request should be addressed.

(2) The right to request the amendment of the student’s education records that the student believes are

inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA.

156 | P a g e

A student who wishes to ask the College to amend a record should write the College official

responsible for the record, clearly identify the part of the record the student wants changed, and specify

why it should be changed. If the College decides not to amend the record as requested, the College will

notify the student in writing of the decision and the student’s right to a hearing regarding the request for

amendment. Additional information regarding the hearing procedures will be provided to the student

when notified of the right to a hearing.

(3) The right to provide written consent before the College discloses personally identifiable

information from the student’s education records, except to the extent that FERPA authorizes disclosure

without consent.

The College discloses education records without a student’s prior written consent under the FERPA

exception for disclosure to school officials with legitimate educational interests. A school official is a

person employed by the College in an administrative, supervisory, academic or research, or support staff

position (including law enforcement unit personnel and health staff); a person or company with whom

the College has contracted as its agent to provide a service instead of using College employees or

officials (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or

a student serving on an official committee, such as a disciplinary or grievance committee, or assisting

another school official in performing his or her tasks.

A school official has a legitimate educational interest if the official needs to review an education

record in order to fulfill his or her professional responsibilities for College.

Upon request, the College also discloses education records without consent to officials of another

school in which a student seeks or intends to enroll.

FERPA requires that College with certain exceptions, obtain your written consent prior to the

disclosure of personally identifiable information from your education records. However, College may

disclose appropriately designated “directory information” without written consent, unless you have

advised the College to the contrary in accordance with College procedures. The primary purpose of

directory information is to allow the College to include this type of information from your education

records in certain school publications. Examples include:

• A playbill, showing your role in a drama production;

• Honor roll or other recognition lists;

• Graduation programs; and

• Sports activity sheets, such as for wrestling, showing weight and height of team members.

Directory information, which is information that is generally not considered harmful or an invasion of

privacy if released, can also be disclosed to outside organizations without your prior written consent.

Outside organizations include, but are not limited to, companies that manufacture class rings or publish

yearbooks. In addition, federal law requires the College to provide military recruiters, upon request, with

certain directory information.

If you do not want College to disclose directory information from your education records without your

prior written consent, you should file a written request with the Admissions Office.

The College has designated the following information as directory information: student name; city

of residence; age; major field of study; participation in officially recognized activities and sports; weight

157 | P a g e

and height of members of athletic teams; dates of attendance; student photograph; degrees and awards

received and most recent previous school attended.

(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by

the College to comply with the requirements of FERPA. The name and address of the Office that

administers FERPA is:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, DC 20202-5901

For a full explanation of FERPA and its implications for college students, please contact the Admissions

Office or see the College's Administrative Regulation 4135.

http://www.smc.edu/Projects/32/Administrative_Regulations/AR_4000_StudentServices.pdf

http://www.smc.edu/ACG/Documents/Administrative_Regulations/AR_4000_StudentServices.pdf

http://www.smc.edu/Projects/32/Administrative_Regulations/AR_4000_StudentServices.pdf

158 | P a g e

SMC STUDENT NURSES’ ASSOCIATION (CSNA)

BYLAWS

(Amended November 2003)

STUDENT NURSES' ASSOCIATION (SNA) BYLAWS

ARTICLE I -Name and Auspices

Section 1, The name of this organization shall be the Student Nurse Association (SNA), Santa Monica

College Chapter.

ARTICLE II -Purpose and Function

Section 1. The purpose of SNA is:

a) To contribute to nursing education in order to provide for the highest quality health care;

b) To aid in the development of the whole person, his/her professional role, and his/her responsibility for

the health care of all people;

c) To provide support and guidance for students enrolled in Pre-Nursing courses and Nursing Education

Programs;

d) To offer learning experiences outside of the classroom for personal and professional growth;

including, but not limited to Professional Role Development. Prior approval for activity must be obtained

from appropriate Faculty.

e) To provide programs representative of fundamental interests and concerns to nursing students;

f) To promote development of leadership skills and

g) To serve as the Santa Monica College Chapter of the National Student Nurses' Association (NSNA)

and California Nursing Students' Association (CNSA).

Section 2. The function of this organization shall be to:

a) To have direct input into standards of nursing education and influence the education process;

b) To promote and encourage participation in community affairs and activities toward the betterment of

the community;

c) To represent nursing students to the self-care agent, to institutions, and other organizations;

d) To promote and encourage students' participation in interdisciplinary activities, and

e) To promote and encourage recruitment efforts, participation in student activities, and educational

opportunities regardless of any person's race, color, creed, sex, age, lifestyle, national origin or economic

status.

ARTICLE III-Membership

Section 1. School Constituent

a) School constituent membership is composed of active or associate members who are members of the

NSNA and CNSA.

b) In order to qualify as an NSNA chapter, the Santa Monica Chapter of the CNSA shall be composed of

at least 10 active/associate members. There shall be only one chapter on this school campus.

c) For recognition as a constituent, the SNA Vice President shall submit annually the Official

Application for NSNA constituency status which shall include the following areas of conformity: purpose

and function, membership, dues and representation.

d) A constituent association which fails to comply with the bylaws and policies of NSNA shall have its

status as a constituent revoked by a 2/3 vote of the Board of Directors, provided that written notice of the

proposed revocation has been given at least two months prior to the vote and the constituent association

is given an opportunity to be heard.

159 | P a g e

e)Each SNA is an entity separate and apart from NSNA and its administration of activities, with NSNA

and CNSA exercising no supervision or control over SNA's immediate daily and regular activities.

NSNA and CNSA have no liability for any loss, damages, or injuries sustained by third parties as a result

of the negligence or acts of SNA or the members thereof. In the event any legal proceeding is brought

against SNA, NSNA and/or CNSA, the Student Nurses' Association Chapter of Santa Monica will

indemnify and hold harmless the NSNA and CNSA from any liability.

Section 2. Categories of Constituent Membership

a) Active Members:

1) Students enrolled in state approved programs (SMC A.D.N. program) leading to licensure in nursing.

2) Active members shall have all privileges of membership.

3) Must have an active Associated Students Organization (ASO) card.

b) Associate Members:

1) Students enrolled in courses at SMC that will lead to entrance into the A.D.N. program or students

interested in becoming involved with SNA activities.

2) Associate members shall have all of the privileges of membership except the right to hold Executive

Council offices at school, state and national levels.

3) Active and associate NSNA/SNA membership may be extended six months beyond graduation from a

student's program in nursing, providing membership was renewed while the student was enrolled in a

nursing program.

c) Active and associate membership shall be renewable annually.

Section 3. Active members of the organization have a various rights, including:

a)The right to fair and impartial election of representatives.

b)The right to be present at any meeting of the Executive Council.

c) The right to inspect the minutes of the Executive Council.

d) The right to inspect the financial records of the Organization.

e) The right to have free access to the Constitution of this organization, which will be provided in the

Student Handbook.

ARTICLE IV: Dues

Section 1. The NSNA dues for active and associate members joining for one or two years shall be

specified by the NSNA to cover a period of twelve or twenty-four consecutive months. Current 2002

dues for California state chapters is $30.00/year.

Section 2. National and state dues shall be payable directly to NSNA. NSNA shall remit to CNSA the

dues received on behalf of the constituent. NSNA shall not collect nor remit school chapter dues. No

dues will be required of members, active or associate, beyond dues paid to the NSNA.

ARTICLE V: Representation and Organization

Section 1. The SNA shall be under the direction of the Executive Council, which has the authority to:

a) Organize, direct and represent SNA members on campus and at community activities.

b) Appropriate all finances in accordance with the SNA voting

body.

c) Impeach officers in accordance with the provisions of the organization constitution and in consultation

with the SNA Faculty Advisor(s).

Section 2. Members of the Executive Council:

a) SNA SMC Chapter President, who is elected the 10th week of their second semester, to serve as SNA

SMC Chapter President Elect their third semester and pass directly to the office of SNA SMC Chapter

President their fourth semester without need for reelection.

b) SNA SMC Chapter Vice President, who is elected the 10th week of their second semester, to serve as

SNA SMC Chapter Vice President Elect their third semester and pass directly to the office of SNA

SMC Chapter Vice President their fourth semester without need for reelection.

160 | P a g e

c) SNA SMC Chapter Secretary, who is elected the 10th week of their first semester, to serve as SNA

SMC Chapter Secretary Elect their second semester and pass directly to the office of SNA SMC Chapter

Secretary their third semester without need for reelection

d) SNA SMC Chapter Treasurer, who is elected the 10th week of their second semester and becomes

the SNA SMC Chapter Treasurer Elect for the rest of their second semester and pass directly to the

office of SNA SMC Chapter Treasurer their third semester without need for reelection.

e) Interclub Council Representatives shall be elected the 10th week of the semester for both the first and

second semester classes, to begin their ICC representative duties at the beginning of their second and

third semesters respectively and lasting one semester.

f) Class Representative for each semester (1st thru 4th)

g) Faculty Advisor and Alternate

Section 3. All officers shall be elected two (2) weeks before the end of each semester and shall serve a

term of one semester. The elections for first semester students shall occur (2) two weeks after the start of

the semester and will serve a term of one semester. The office of President and Vice President, who shall

serve in these offices for two concurrent semesters.

Section 4. No individual shall hold more than one voting office on the Executive Council.

Section 5. The faculty advisor(s) will have no vote.

Section 6. Duties of the officers:

a) The President shall:

1) Preside at all business meetings of this organization.

2) Prepares a master plan for the semester's activities

3) Assure that an agenda for each meeting is consistent with club guidelines.

4) Liaison between the SNA Executive Council, Active SNA Members and the Nursing Program Faculty.

5) Appoints the chairperson of necessary committees, including Membership Committee, which may be

ratified at the SNA meeting.

6) Approve and sign expenditures as submitted by the treasurer.

7) Perform all other duties pertaining to the office and represent this association in all matters relating to

CNSA.

8) Coordinates Student Welcome/Orientation at the beginning of each semester, Club Row, Nurse

Recruitment, and Nurse Appreciation day.

9) Give NO vote on matters on the floor EXCEPT to break ties.

b) The Vice President shall:

1) Assume the duties of the President in the event of an absence or disability of the President.

2) In the even of a vacancy occurring in the office of the President, assumes the duties of the President.

3) Serves as Chapter Representative at the semi-annual CNSA Board of Directors Meetings and shall be

reimbursed for expenses in an amount set forth by the voting body.

4) Oversees review of and recommendations for change in the Constitution.

5) Performs all duties as assigned by the President

6) Coordinates all National Student Nurses Association activities.

7) Serves as Parliamentarian, encouraging the use of Roberts' Rules of Order at all meetings.

8) Prepares agenda for all SNA meetings.

c) The Secretary shall:

1) Prepare the minutes for all business meetings of the organization.

2) Distribute copies of all SNA minutes to all Executive Council members and Faculty Advisors prior to

the beginning of the next SNA meeting.

3) Give a complete list of class officers, SNA Executive Council Members and active members in good

standing to the Director of the Nursing Program and Faculty Advisor within 30 days of the beginning of

each semester.

4) Maintains a current phone list of all Executive Council Members, including addresses, email and

phone numbers.

161 | P a g e

5) Be responsible for filing and correspondence with NSNA, CNSA, and BRN.

6) Assures "thank you" notes are written and mailed.

7) Perform all other duties as assigned by the President or as necessary to assist other members.

The Treasurer shall:

1) Act as custodian of organizational funds.

2) Keep accurate current financial records, make regular reports of these records and let any member see

these records upon request.

3) Prepares the budgets for each semester within 30 days of the start of the semester.

4) Sign for monetary disbursements with the President.

5) Prepares requisitions for fund withdrawals and acquires necessary documentation and signatures for

additional funding from the ASO or ICC in a timely manner to ensure activity success.

The Breakthrough to Nursing (BTN) Chairperson:

1) Notifies The Corsair of upcoming events related to the SNA.

2) Posts master plan of SNA activities on the bulletin board and updates it regularly.

3) Assists SNA advisor and Dean/Director of the Nursing Program with bulletin board updates and other

publicity items.

4) Represents the SNA at Recruitment Day, new student orientation, Club Row on main campus, and

other events designated by the SNA, SNA Advisors and the Dean/Director of the Program.

5) Encourages chapter, state and national recruitment and retention activities that are responsive to the

needs of underrepresented, traditional and non- traditional students.

The Interclub Council Representatives shall:

1) Coordinate the attendance of all ICC meetings with each other for the duration of the semester.

2) Ensure that the SNA receives full funding and remains an active club in good standing with the

Interclub Council.

3) Collects the club mail from the ASO office in Cayton Hall at least twice a month.

4) Prepares a printed list of all ICC meeting dates for the Executive Council, Faculty Advisors and the

Bulletin Boards no later than the second week of the semester's beginning.

The Interclub Council Representatives shall:

1) Take turns in attending all scheduled ICC Meetings

2) If unable to attend an ICC meeting, Representatives will arrange for the alternate to attend.

3) Provides club exposure and publicity at ICC meetings and at main campus events.

4) Will communicate with one another to arrange for coverage at all ICC meetings and report to SNA

President or delegate all pertinent information.

ARTICLE VI: Other Elected Officers

a) SNA Class Representatives (Class Presidents) shall:

1) Liaison between nursing students and the SNA.

2) Keep nursing students in their class aware of SNA activities and encourages their participation.

3) Notifies the SNA Board of any community activities that they feel SNA could participate in.

4) Submits agenda items to the SNA Vice President by the Monday before its publication / meeting.

S) Coordinates fund-raising activities for their individual class for group activities, graduation and

pinning ceremony and celebrations.

6) Notifies alternate(s) in the event of inability to attend scheduled SNA meetings.

b) Alternate SNA Class Representative (Class Vice President):

1) Each class must have at least one alternate representative.

2) Alternates take the place of the regular representatives upon their absence.

3) Alternates are encouraged to attend and participate in all SNA meetings as well as scheduled faculty

meetings and should then communicate SNA/ Faculty information to the class.

ARTICLE VII: Elections

162 | P a g e

Section 1. Officers shall be elected two (2) weeks before the end of each semester. Except for 1st

semester students and they will hold their election (2) weeks into the semester.*

Section 2. All elections shall be by ballot.

Section 3.A plurality vote by all students voting shall constitute an election. In the event of a tie, a re-vote

shall be taken.

Section 4.All offices are open to students (after their first semester) enrolled in SMC's Nursing Program.

First semester students voted into office will take effect immediately*.

Section 5.In the event that an elected official cannot perform his/her duties, a re-election shall be held to

replace the vacated seat, either with the remaining candidates or, if only one is available, then that

candidate is elected.

Section 6. Should an elected candidate fail to fulfill his specified job duties, he/she may be reprimanded

by the Executive Council. Should the failure continue, he/she may be voted out of office by a 2/3 vote of

the Executive Council and a re-election for the vacated seat will follow under the previously stated

guidelines.

ARTICLE VIII: Delegates

Section 1. Delegate Representation

a) The SNA, when recognized as an official NSNA constituent, shall be entitled to one voting delegate

and alternate at the NSNA House of Delegates and shall be entitled to one voting delegate and alternate

for every additional 50 members.

b) The delegate and alternate shall be members in good standing in the chapter and shall be selected

and/or elected by members of the school chapter at a regularly scheduled meeting.

c) Each school constituent shall be entitled to delegates according to the number of members in good

standing in the NSNA. Delegates shall be computed on the basis of the number of members in each

constituent as evidenced by the annual dues received by NSNA on a date eight weeks prior to the annual

meeting.

Section 2. The voting body shall elect two (2) delegates prior to the annual State Convention to sit in the

House of Delegates, representing SNA at the state level and shall be entitled to one voting delegate and

alternate for every additional 10 members.

Section 3. The voting body shall elect one (1) delegate prior to the annual NSNA convention of each year

to sit in the House of Delegates and vote on behalf of SNA at the National level.

Section 4. The delegates will be reimbursed for their attendance at the state and national conventions by

an amount set forth by the voting body.

Section 5. This organization will provide or seek to secure the funds necessary to send the delegate(s) to

the annual convention.

* Being revised

College (SNA-SMC).

163 | P a g e

Signature Pages

The forms on the following pages are to be signed and given to the Lead Instructor in the first

Nursing course taken in the nursing program.

All students must comply with the information given here and sign the required forms.

Students are NOT allowed to take hard copy of Patient Data from Hospital/Clinical areas.

The information presented in this document applies to the other healthcare facilities utilized by

Santa Monica College.

164 | P a g e


NURSING PROGRAM

1. I, __________________________________, have read the information included in the

(Print Name)

Student Handbook and will be responsible for its content.

2. I understand and agree that the travel that is necessary to reach off-campus community

sites to accomplish course work in the SMC Nursing Program is my total responsibility.

As such, I shall not hold Santa Monica College or its Nursing Program or nursing

Instructors responsible for any injury or mishap in the travel to or from the community

sites or home visits. I am responsible for the annual (academic year) updated versions

of this handbook.

3. I realize that all paperwork submitted to this department becomes the property of the

Santa Monica Community College District, and neither the original paperwork or

duplicated copies may be returned.

_______________________________________ ____________________________

Signature Date

__________________________________________ ________________,____________

Print Name Semester Year